Social deficits often impede the ability of individuals with intellectual and developmental disabilities (IDD) to obtain and maintain employment (Barnard et al., Barnard et al., Inclusion and autism: Is it working? 1000 examples of inclusion in education and adult life from the National Autistic Society’s members, National Autistic Society, 2000; Elksnin & Elksnin, Elksnin and Elksnin, Exceptionality 9:91–105, 2001). The purpose of the present study was to evaluate a social skills intervention including behavioral skills training, video modeling, and self-monitoring on the acquisition of discrete vocational social skills in young adults with IDD. Participants included high school students in special education that were part of a work internship program. A multiple baseline design across skills with concurrent replication across participants was used to evaluate the effects of the packaged intervention on target skill accuracy. Results indicate that the packaged intervention was effective in promoting social skill acquisition for all participants. Further, high levels of skill acquisition were observed during the maintenance phase.

社会赤字通常会阻碍智障和发育障碍（IDD）的人获得并维持就业的能力（Barnard等人，Barnard等人，“包容性和自闭症：是否奏效？” 1000例来自教育和成人生活的包容性例子）国家自闭症协会的成员，国家自闭症协会，2000年； Elksnin和Elksnin，Elksnin和Elksnin，例外9：91-105，2001年）。本研究的目的是评估社交技能干预措施，包括行为技能培训，视频建模和自我监控，以了解IDD年轻人的离散职业社交技能。参加者包括接受特殊教育的高中学生，这是工作实习计划的一部分。使用跨技能的多个基线设计，并在参与者之间进行并发复制，以评估打包干预措施对目标技能准确性的影响。结果表明，一揽子干预措施有效地促进了所有参与者的社交技能获得。此外，在维护阶段观察到高水平的技能掌握。