Research Article

Article Details

Citation:  Baer, H., Welker, K., & Cox, C. (2021). Work performance and support needs analysis of students with intellectual disabilities. Journal of Vocational Rehabilitation, 55 (3), 335-344.
Title:  Work performance and support needs analysis of students with intellectual disabilities
Authors:  Baer, H., Welker, K., & Cox, C.
Year:  2021
Journal/Publication:  Journal of Vocational Rehabilitation
Publisher:  IOS Press
Full text:   
Peer-reviewed?  Yes
NIDILRR-funded?  Yes

Structured abstract:

Background:  School-to-work transition planning for students with intellectual disabilities should include community-based early work experiences to prepare for possible future integrated employment. Employers have noted job performance levels and appropriate use of supports as important for maintaining employment.
Purpose:  The purpose of this study was to assess work performance and support needs of students with intellectual disabilities attending a short summer early work experience.
Data collection and analysis:  A small group of secondary-level school students with intellectual disabilities attended a summer-long vocational rehabilitation program where they worked with a job coach at a work setting. Student participants and their job coaches rated their perceptions of the students’ work performance quality and support needs on the Job Observation and Behavior Scale pre-post program.
Findings:  The groups deviated significantly in their pre-assessment and post-assessment ratings. Job coaches and students both reported significant increases in perception of quality of student performance. In addition, job coaches reported students needing significantly less employment supports by program end. Student participants also reported needing less employment supports by program end; however, results were not significant.
Conclusions:  When both student and job coach realistically view student work performance and supports needed, the school-to-work transition can be improved.

Disabilities served:  Cognitive / intellectual impairment
Developmental disabilities
Populations served:  Transition-age youth (14 - 24)
Transition-age students (14 - 22)
Interventions:  Supported employment
Vocational rehabilitation
Customized employment
Outcomes:  Full-time employment
Part-time employment