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


Degree Name

Master of Arts



First Advisor

Jessica E. Van Stratton, Ph.D.

Second Advisor

Stephanie M. Peterson, Ph.D.

Third Advisor

Jennifer L. Wertalik, Ph.D.


Frequency building, job skills, precision teaching

Access Setting

Masters Thesis-Abstract Only

Restricted to Campus until



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.

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