The effectiveness of self-management strategies in teaching vocational skills to individuals with intellectual disabilities

Purpose: This study aimed to examine the effectiveness of the instructional package in which self-monitoring and self-reinforcement strategies were used together in teaching vocational skills to individuals with intellectual disability (ID). Method: In this study, which aimed to examine the effect of self-monitoring and self-reinforcement strategies on the realization of vocational skills for individuals with intellectual disabilities (I/DD), the multiple probe model with between-participants probe trial was used. The study was conducted with three early individuals between the ages of 16 and 18 years with mild levels of intellectual disability. Results: All participants performed the vocational skill taught to them independently using self-monitoring and self-reinforcement strategies. In the follow-up sessions conducted one, three, and five weeks after the instruction was completed, it was observed that all participants maintained occupational skills. All participants generalized the vocational skills taught to them using different environments and different tools. Social validity data were collected from individuals, parents, and teachers before and after the intervention. Conclusion and Suggestions: The results of the study showed that the use of self-monitoring and self-reinforcement strategies was effective in the acquisition and maintenance of vocational skills. Individuals were able to generalize the target skills to different settings and different tools and materials. Participants, parents, and teachers expressed positive opinions about the use of self-monitoring and self-reinforcement strategies in teaching vocational skills. Based on the results of the study, vocational teachers are recommended to use self-monitoring and self-reinforcement strategies in teaching vocational skills.