Using a Job-Matching Assessment to Inform Skills to Target With Video Prompting
Job-matching assessments have been used to pair potential employees with jobs that align with their interest and skill. The objective of this study was to explore whether these assessments could be used to identify target skills that, once acquired, could increase the job match potential.
We used a teacher-as-rater vocational fit assessment (VFA) job-matching report in the pre-intervention session to identify skills the teacher perceived as needing intervention and conducted the VFA again during the post-intervention session to evaluate the effects of intervention in modifying the rating of the VFA. This study utilized a multiple baseline across participants’ design to evaluate the effectiveness of video prompting to teach three transition-age students with intellectual and developmental disabilities to sort library books.
The results indicated that video prompting was effective in teaching students the target skill. However, three participants learned the target skill to different degrees. Two students were able to generalize the skills while the third student did not meet the skill mastery criteria during the intervention phase needed to move on to generalization. Based on the post-intervention VFA reports, the teacher’s perception of student skill only changed for one participant.
It was concluded that while the intervention was effective in teaching the targeted skill, there was less impact on the VFA outcomes.