Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Karen B. Kamin
Committee Member
Onetha Guilliard
Committee Member
Ronald P. Kern
Keywords
accommodations, augmentative and alternative communication, assistive technology, daily living skills, disabilities, employability, employability skills, employer interviews, flash cards, friendships, independent living skills, interviews, job coach, life-skills assessment profile, mixed-methods research, moderate mental retardation, observation, picture cards, picture reading, process evaluation, product evaluation, qualitative research, quantitative research, self-contained classrooms, sequential instruction, severe mental retardation, social skills, special education, students with disabilities, visual supports
Abstract
This study examined the use of picture reading to teach independent living skills to students with moderate to severe disabilities. The purpose of this research was to test the hypothesis that picture reading would increase independence in employability and daily living skills. The primary investigator decided to use pictures as visual supports to determine if students could follow directions in sequential order to make a sandwich and wash dishes. Six students from an inner-city school receiving special education services in a self-contained setting participated in this research. Research was conducted using a mixed-methods approach consisting of qualitative and quantitative research. Data collection included a pre-post single-group intervention design to compare the pretreatment response with the posttreatment response using a life-skills assessment profile checklist; social skills checklist; observation; and interviews with the student, job coach, and employer. The effectiveness and sustainability evaluations from a context, input, process, and product model were also used to assess the research design.
A significant difference between the control and experimental groups was found with the students who received instruction using picture cards rather than the students who were taught using flash cards with written words. Data from interviews with the job coach and employer indicated that teaching employability skills is necessary for students to obtain jobs. The research also determined that students with moderate to severe disabilities benefited from picture reading as an accommodation. It served as a social benefit and provided the opportunity to form friendships with their peers.