Use of Audio Cuing to Expand Employment Opportunities for Adolescents with Autism Spectrum Disorders and Intellectual Disabilities

Munroe Meyer Institute for Genetics and Rehabilitation, 985450 University of Nebraska Medical Center, Omaha, NE, 68198, USA, .
Journal of Autism and Developmental Disorders (Impact Factor: 3.06). 03/2012; 42(11):2410-9. DOI: 10.1007/s10803-012-1519-7
Source: PubMed


We evaluated audio cuing to facilitate community employment of individuals with autism and intellectual disability. The job required promoting products in retail stores by wearing an air-inflated WalkAround(®) costume of a popular commercial character. Three adolescents, ages 16-18, were initially trained with video modeling. Audio cuing was then used by an attendant who delivered prompts regarding when to perform job skills. The two interventions were evaluated in an interrupted time series withdrawal design during training and then again in an actual job setting. Results show video modeling was not effective. However, the audio cuing produced job performances well above the designated criteria during training and when on the job. These changes were replicated with each participant, demonstrating clear experimental control. The changes proved statistically significant as well. Participants and parents reported high job satisfaction. The challenges of competitive employment for individuals with autism and intellectual disabilities are discussed.

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    • "Findings mirrored those from their 2006 study with VP resulting in substantially higher rates of task completion than VM [12]. Similarly, Allen and his colleagues' recent study [1], involving the use of video modeling and verbal prompting to increase vocational skill use among three young adults with diagnoses of autism and intellectual disabilities , found verbal prompting to produce higher rates of skill use than video modeling. These studies in combination suggest that prompting may be beneficial when individuals have more significant impairments or when task complexity is greater than participants' intellectual capacities. "
    Burke · R. V · Allen · K. D · Howard · Downey · Matz · M. G · Bowen · S. L
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