The effects of frequency building to a performance criterion in a simulation environment on vocational skill acquisition for young adults with disabilities
Date of Award
8-2023
Degree Name
Master of Arts
Department
Psychology
First Advisor
Jessica E. Van Stratton, Ph.D.
Second Advisor
Stephanie M. Peterson, Ph.D.
Third Advisor
Jennifer L. Wertalik, Ph.D.
Keywords
Frequency building, job skills, precision teaching
Access Setting
Masters Thesis-Abstract Only
Restricted to Campus until
8-1-2033
Abstract
More research is needed on evidence-based practices targeting vocational skill acquisition for adults with disabilities. Precision teaching has been demonstrated to improve skill repertoires in a number of academic settings but precision teaching’s application for vocational skill acquisition is still emerging. The purpose of the present study was to extend the work of Cohen (2005) and evaluate precision teaching as a tool to teach employment skills. Thus, this study intended to 1) determine the effects of precision teaching with frequency building to a performance criterion (FBPC) on the acquisition of job skills for adults with disabilities; and 2) examine the effects of training component skills using FBPC at a simulated training site on composite skill performance at the job site where the vocational skill is required.
Recommended Citation
Visitacion, Kyle Akira, "The effects of frequency building to a performance criterion in a simulation environment on vocational skill acquisition for young adults with disabilities" (2023). Masters Theses. 5394.
https://scholarworks.wmich.edu/masters_theses/5394