Individual social skills training and co-worker training for supported employees with dual sensory impairment. Two case examples.

Two case studies examined the efficacy of two social enhancement procedures--individual social skills training (SST) and co-worker intervention for two employees with dual sensory impairment who were working in competitive employment settings but who were socially isolated from contact with their nondisabled co-workers. A variety of measures, including direct behavioral observations and social validation ratings, examined social interaction and the formation of social networks in the workplace. Results showed that the number and duration of social interactions improved with each of the social enhancement programs.

A follow-along study of participants in a longitudinal transition program for youths with mild disabilities.

Descriptive data are presented on the employment patterns of youths with mild disabilities who participated in a transition program with an intensive postsecondary component. Data on employment rates, positive and negative job changes, participation in continuing education, and access to benefit packages are reported for 94 youths who participated in the program over a 4-year period. Program participants had favorable outcomes when compared with a national sample, but they stabilized at an entry level of work participation.

Simulated and in situ vocational social skills training for youths with learning disabilities.

Social skills training for youth with learning disabilities in transition from school to work is of substantial importance. To examine the generalization of such training to real employment settings, this study used a multiple-baseline design to investigate the effects of 12 measured behaviors (3 behaviors per student) on four high school seniors. An initial simulated social skills package delivered at school led to generalization in 8 of 12 behaviors.

Factors associated with employment success among youths with learning disabilities.

This follow-up study examines the employment success of young adults with learning and other mild disabilities. The study questioned the employee with disabilities, his or her parents, and the employer on a number of vocationally related items. A four-factor model is advanced to explain job success.