Apprentissage et productivité lors de la saisie de données chez des adultes présentant une déficience intellectuelle
Due to stigmatisation and limitations associated with their diagnosis, most adults with intellectual disability (ID) do not have access to competitive employment. Notably, individuals with ID often experience difficulties in learning new tasks as well as with achieving high productivity, which create barriers to their social participation. Considering these difficulties discussed in the research literature, we assessed the effects of different interventions on learning and productivity. First, we identified the essential components of video instruction for two participants with ID while teaching them to enter data on a computer. For both participants, video modeling (VM) and self-instruction (SI) alone did not result in learning data entry. In both cases, it was necessary to add a prompting procedure in order for them to master the skill. The results indicate that the addition of a prompting procedure to VM and SI is necessary for some individuals. Second, we assessed the effects of differential reinforcement of high rates of behavior (DRH) on the productivity of four participants with mild or moderate ID. For all participants, DRH increased productivity. However, none of the participants achieved a level of productivity comparable to the standard norm for this task. The results indicate that using DRH to increase productivity is an interesting solution, but that it may be necessary to add another intervention to maximize productivity. In general, the results show that individuals with ID can learn data entry and increase their pace of data entry when provided with adequate support.
Differential reinforcement of high rates of behavior Intellectual disability Prompt Self-instruction Video modeling