Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.

职业教练通常没有接受过实施系统教学策略的培训，以向有智力和发育障碍 (IDD) 的学生教授职业技能。本研究复制并扩展了 Brock 等人设计的工作教练行为技能培训计划的评估。(2016) 教参与者实施任务分析、同步提示和最少提示系统，向 IDD 学生教授职业任务。我们使用多探针设计和跨策略的探针条件，在三个参与者之间复制，以评估获取和泛化。参与者在与演员的模拟评估中展示了对三种教学策略的掌握，并广泛使用这些策略向 IDD 实习生教授新的职业任务。