"I'm learning how to do smart goals better, and that's good:" Support Students with Significant Support Needs to Create Work-Related Goals and Objectives matters because it changes what a BCBA notices when decisions have to hold up in school teams and classroom routines. In "I'm learning how to do smart goals better, and that's good:" Support Students with Significant Support Needs to Create Work-Related Goals and Objectives, for this course, the practical stakes show up in feasible school-based support, stronger collaboration, and better student participation, not in abstract discussion alone.
Provider: BehaviorLive — via Behavior Analysis Association of Michigan
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Join Free →Researchers have identified that the Self-Determination Career Development Model (SDCDM) is an effective tool in promoting employment outcomes for individuals with disabilities. Therefore, utilizing an explanatory sequential mixed methods design, the aim of the current study was to evaluate the impact of the SDCDM in supporting high school students with disabilities, who have significant support needs, to create their own work-related goals and objectives. First, a multiple probe single case design was implemented in collecting data on participants creating work-related goals and objectives. Next, participant self-report data was collected pre- and post-intervention regarding their self-determination. Lastly, a post open-ended semi-structured interview/questionnaire was provided to each participant regarding the perception of their involvement in the study. Results indicated that there was a functional relationship between the SDCDM and participants creating work-related goals and objectives. Additionally, significant findings were found regarding pre and post self-determination as it relates to goal setting and planning. Lastly, regarding the qualitative portion of the study, participants discussed their perceptions of their involvement in learning how to create work-related goals and objectives and their thoughts on the value of what they learned.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
Dr. Richard A. Price (he/they) is a white cis-gendered gay scholar with over a decade of experience supporting the transition from school to work for individuals with Disabilities. He holds Master's degrees in Rehabilitation/Vocational Counseling, Kinesiology - Adaptive Sport, and Applied Behavior Analysis - Autism from Michigan State University, and a Ph.D. in Special Education from the University of Illinois Urbana-Champaign. Richard is passionate about understanding the diverse identities and experiences of individuals with Disabilities, a commitment shaped by growing up with a sibling with a Disability and witnessing the systemic shortcomings in including and integrating people with Disabilities in education and society. Dr. Price's research centers on the transition from school to work for individuals with Disabilities. More specifically, examining the services and supports provided to students with significant support needs in enhancing their career development. Taking a more nuanced approach in this investigation, his two areas of focus are: 1) Examining the vocational assessments utilized in guiding the career services and supports provided to students with significant Disabilities; and 2) Examining the services and supports provided to students with significant support needs that enhance student self-determination and advocacy as it relates to their career development. Additionally, Richard is interested in adaptive sports, ethics and practice in applied behavior analysis, interdisciplinary and transdisciplinary collaboration, the intersection of Disability and LGBTQ+ identities, and sexual and relationship education.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
244 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.