Introduction

Adults with developmental disabilities may face significant barriers when accessing workplace training programs due to the lack of accommodations and support tailored to their individualized needs (Applied Science Technologists & Technicians of British Columbia, n.d.).

Individuals with developmental disabilities may face difficulties such as limited comprehension of complex instructions, challenges with communication, and difficulty adapting to the fast-paced or demanding nature of traditional training environments (Garcia et al., 2020). These obstacles can undermine their work ethic and job performance, potentially leading to frustration and disengagement. Research indicates that the lack of appropriate accommodations and support can severely impact the employment outcomes of individuals with developmental disabilities. For instance, approximately 30% of individuals with ID leave their jobs within the first year of employment due to various challenges related to the work environment (Ellenkamp et al., 2016).

This chapter explores various evidence-based approaches, including Behavioral Skills Training (BST), shaping and chaining techniques, and the integration of digital resources like video modeling and virtual reality, all of which can positively contribute to breaking down barriers and increasing accessibility for adults with developmental disabilities in a workplace training environment.

Instructional Design Strategies

Individualized and Accessible Training Programs

Individualized and accessible training programs for adults with developmental disabilities can significantly break down barriers and enhance accessibility in several ways. These programs maximize engagement and effectiveness by tailoring training to everyone’s unique needs and strengths. They address barriers such as communication challenges, sensory sensitivities, and cognitive differences by providing personalized support and accommodations. Moreover, accessible training programs ensure that learning materials, instructions, and environments are adapted to accommodate diverse abilities, promoting inclusive participation and empowering individuals to succeed in the employment sector.

The Opportunities Fund for Persons with Disabilities is a grant through Service Canada that aims to help individuals with disabilities enter and sustain employment. This initiative is implemented nationwide through Service Canada Centres in collaboration with community organizations (Employment and Social Development Canada. (n.d.). Service Canada partners with community agencies to deliver an individualized program to a group of young adults that addresses accessibility barriers. This is done by customizing the training curriculum to meet the needs and interests of each participant in the first section of the program and focusing on soft and hard skills to prepare participants for competitive employment. For the second part of the program, participants are matched to employment opportunities that may be suitable based on their skills, interests, and location and are supported by job coaching. The wage subsidy is provided to employers for the duration of the program to incentivize hiring young adults with disabilities. A report of the Opportunities Fund grant by Handouyahia et al. (n.d.) show that participants experienced an increase in incidences of employment and employment earnings in the five-year post-participation period, as well as a reduction in the dependence on income support during the post-participation period.

The Opportunities Fund for Persons with Disabilities stands as a pivotal resource in Canada’s efforts to break down accessibility barriers for adults with disabilities. By providing comprehensive supports such as job search assistance, training programs, wage subsidies, work placements, and employer outreach initiatives, this unique grant addresses the diverse challenges individuals face in securing and maintaining employment. By empowering individuals with disabilities to achieve economic independence and contribute meaningfully to the workforce, the Opportunities Fund plays a crucial role in creating a more accessible and equitable employment environment across the country.

Behavioural Skills Training (BST)

Building on the importance of individualized training programs, Behavioural Skills Training (BST) offers a structured approach to teaching complex skills. While individualized programs address diverse needs through customized support, BST provides a systematic method to teach and reinforce specific job-related skills.

BST is an evidence-based behavioral approach used to teach new skills or modify existing behaviors (HowToABA, n.d.). It consists of four main components: instruction, modeling, practice, and feedback. The method is widely used in various settings, including education, therapy, and vocational training, to effectively teach complex skills to individuals with developmental disabilities. Examples and practical applications of BST are provided to demonstrate its effectiveness in promoting learning and behavior change.

BST has been extensively researched for teaching job-specific skills to individuals with Intellectual Disabilities and ASD. Studies have applied BST to work-related tasks such as envelope stamping, restaurant duties (like dishwashing and table bussing), fire safety education as a mascot, behavior technician skills for working with ASD children, and basic computer skills (using Microsoft Word, Excel, and PowerPoint) (Kisamore et al., 2023).

From teaching job-specific tasks like dishwashing and fire safety education to imparting essential computer skills, BST adapts flexibly to various learning needs, empowering individuals with IDD and ASD to acquire essential skills crucial for employment and daily life (Kisamore et al., 2023). While BST focuses on structured skill acquisition, shaping and chaining techniques further refine this process by breaking down complex tasks into manageable steps. These methods complement BST by offering detailed strategies for tackling specific workplace challenges.

Shaping and Chaining

Shaping and chaining are behavioral techniques that can be highly beneficial for workplace training with adults who have developmental disabilities. Shaping involves gradually reinforcing behaviors that approximate the desired skill or task. It breaks down complex behaviors into smaller, manageable steps (Cooper et al., 2007). For adults with developmental disabilities, many tasks in the workplace can initially be overwhelming due to their complexity. Shaping allows trainers to start with simpler tasks or behaviors that are within the individual’s current capabilities. As the person demonstrates proficiency, trainers can gradually shape these behaviors toward the desired workplace tasks. An example would be when learning how to operate a cash register. Shape might begin with simple tasks like understanding how to handle money, followed by learning how to enter prices, and then progress to handling customer transactions.

Chaining involves teaching a sequence of behaviors or steps to complete a complex task. It can be forward chaining (teaching steps in sequence from start to finish) or backward chaining (teaching steps in reverse order) (Cooper et al., 2007). Adults with developmental disabilities often benefit from structured routines and clear sequences of tasks. Chaining provides a systematic approach to teaching these sequences, ensuring that each step is learned in the correct order and connected to the next. An example would be teaching how to assemble a product, which involves chaining each step: gathering materials, following assembly instructions, and ensuring quality control at the end. Researchers have studied backward chaining to effectively teach cleaning tasks to individuals with ASD and guided compliance, which includes instructive feedback, for teaching various skills like janitorial and laundry tasks to individuals with IDD (Kisamore et al., 2023).

Shaping and chaining techniques offer structured and effective methods for training adults with developmental disabilities in workplace settings. Shaping breaks down complex tasks into manageable steps, starting with simpler behaviors and gradually progressing toward the desired skills. Chaining, whether forward or backward, provides a systematic approach to teaching sequences of tasks, ensuring thorough understanding and proficiency in each step. These strategies contribute significantly to skill acquisition and independence in vocational training for individuals with developmental disabilities (Kisamore et al., 2023).

Digital Resources

As traditional methods like shaping and chaining address immediate skill acquisition, digital resources provide additional tools to enhance engagement and simulate real-world tasks. As explored by Wicker et al. (2022), the utilization of technology in vocational skills training for individuals with intellectual and developmental disabilities (IDD) has several benefits, such as increased engagement, personalized learning opportunities, and the ability to simulate real-world work environments. Wicker et al. (2022) also discuss the challenges to utilizing technology, such as access to technology, training for instructors, and the need for ongoing support.

Video Modelling

Bross et al. (2021) highlight the effectiveness of video modeling interventions in enhancing job skills among autistic adolescents and adults through their meta-analysis. This approach synthesizes findings across studies, demonstrating significant improvements in task completion, social interactions, and job-specific behaviors. The tailored nature of video modeling underscores its practicality and accessibility in employment settings for individuals on the autism spectrum.

Building on this, Kisamore et al. (2023) emphasize the successful application of video modeling and video prompting techniques in teaching a wide range of job-specific skills to individuals with ASD and IDD, including tasks like mascot duties, gardening, and clerical responsibilities. Importantly, they note that these skills not only translate into real job opportunities but also foster enjoyment and garner positive feedback from supervisors, highlighting the potential of these methods to overcome barriers and promote inclusive workplace training environments for adults with developmental disabilities.

Video modeling interventions, as demonstrated by Bross et al. (2021) and Kisamore et al. (2023), significantly enhance job skills for autistic individuals, fostering practical and inclusive employment opportunities. These techniques not only improve task proficiency and social interactions but also contribute to job satisfaction and positive workplace outcomes for adults with developmental disabilities.

Virtual and Augmented Reality

Recent research highlights the transformative potential of virtual reality (VR) and augmented reality (AR) technologies in addressing the educational and vocational needs of individuals with intellectual and developmental disabilities (IDD). Yalon-Chamovitz and Weiss (2008) underscore VR’s effectiveness in providing engaging leisure activities for young adults with IDD, noting their sustained interest and consistent performance throughout the intervention period. Building on this foundation, Tan et al. (2022) propose a gamified AR vocational training program tailored specifically for adults with IDD. This innovative approach integrates interactive simulations and game-like elements to enhance motivation and engagement while addressing traditional barriers such as complex instructions and abstract concepts. By creating a simulated environment that mirrors real-world vocational tasks, the program aims to make learning more accessible and understandable for individuals with IDD, thereby promoting skill acquisition and task performance in a supportive, interactive setting.

Similarly, Kim et al. (2022) explore the application of VR to enhance work-related social communication skills for autistic individuals, emphasizing the collaborative potential between autistic employees and their support networks. This approach not only benefits autistic individuals but also enhances understanding and empathy among neurotypical employees. It is also important to note that despite the many benefits of VR and AR when it comes to accessibility in a workplace training context, there are also drawbacks to this emerging technology, such as cost and availability. Collectively, these studies highlight the transformative impact of VR and AR technologies in fostering inclusive educational and vocational environments, improving social skills, and enhancing the overall quality of life for individuals with IDD.

Conclusion

Looking ahead, the integration of evidence-based approaches and innovative digital resources presents an opportunity to further workplace training for adults with developmental disabilities. Future research should focus on longitudinal studies to evaluate the long-term efficacy of these approaches in diverse employment settings and identify which combinations of strategies yield the best outcomes. Additionally, policymakers should consider developing and funding more inclusive training programs and incentives for employers. This includes expanding support for technologies like virtual reality and video modeling and advocating for comprehensive training and resources for job coaches and support staff. Encouraging businesses to adopt these inclusive practices can not only enhance job opportunities for individuals with developmental disabilities but also foster a more diverse and equitable workforce. The journey towards a fully inclusive employment environment is ongoing, but with ongoing commitment to research, policy development, and practical implementation of strategies and digital tools, we can build a future where everyone can achieve their full potential in the workforce.

References

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Employment and Social Development Canada. (n.d.). Opportunities Fund for Persons with Disabilities. Government of Canada. https://www.canada.ca/en/employment-social-development/programs/opportunity-fund-disability.html

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Handouyahia, A., Tristan, L. R., Sayeed, J., & Yu, A. (n.d.) Technical Report: Estimating the Net Impact of the Opportunities Fund for Persons with Disabilities Program.

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