[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598293-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-598293-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","using-check-incheck-out-in-vocational-training-for-young-adults-with-intellectual-disability-abstract-and-background","Using Check-In/Check-Out in Vocational Training for Young Adults With Intellectual Disability - Abstract and Background","","Few transition studies have trained vocational supervisors to interact with and relay performance feedback to young adults with intellectual disability. A multiple-baseline across participants design evaluated an adaptive check-in/check-out (CICO) intervention aimed at increasing supervisors’ performance feedback statements to an intern during vocational training. CICO increased supervisors’ rate of performance feedback statements for each participating supervisor. The study recommends supervisor-focused training using CICO to help build natural job supports.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-check-incheck-out-in-vocational-training-for-young-adults-with-intellectual-disability-abstract-and-background/598293/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-check-incheck-out-in-vocational-training-for-young-adults-with-intellectual-disability-abstract-and-background/598293.png","ImageObject",300,407,{"name":42,"@type":43},"Mafia Boss","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What gap does the study target regarding vocational training for young adults with intellectual disability?","Question",{"text":61,"@type":62},"Few transition studies train vocational supervisors to interact with individuals with intellectual disability and to relay feedback during vocational training. The work addresses supervisor-mediated feedback as a key intervention focus.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"How was the effectiveness of the CICO intervention evaluated?",{"text":66,"@type":62},"A multiple-baseline across participants design assessed whether an adaptive CICO intervention increased the rate of performance feedback statements that supervisors gave to an intern with an intellectual disability.",{"name":68,"@type":59,"acceptedAnswer":69},"What are the main components of the CICO intervention described in the text?",{"text":70,"@type":62},"CICO involves check-in with a facilitator, using a goal sheet to monitor behavior, check-out with a facilitator, sending the goal sheet home for a parent/guardian to sign, and returning the signed form the next day.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},598293,1792086660,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":78,"read_time":143},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Using Check-In/Check-Out in Vocational Training for Young Adults With Intellectual Disability  \nOlivia R. Hester, PhD 1, and Nicole C. Swoszowski, PhD 1  \nCareer Development and Transition for Exceptional Individuals  \n2022, Vol. 45(2) 86–98  \n© Hammill Institute on Disabilities 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434211041913](DOI: 10.1177/21651434211041913)[ ](DOI: 10.1177/21651434211041913)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nFew transition studies have involved training supervisors on interacting and relaying feedback to individuals with intellectual disability during vocational training. We used a multiple baseline across participants design to examine the efficacy of an adaptive check-in/check-out (CICO) intervention for increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports.  \nKeywords  \nvocational training, intellectual disability, check-in/check-out, performance feedback, single case  \nYoung adults with intellectual disability (ID) have the lowest rate of competitive employment after high school compared with all other disability groups (Papay & Bambara, 2014) . According to Winsor et al. (2018), the unemployment rate of people with ID is more than 70%; nearly twice the rate of same-age peers without disabilities (35%) . The significant difference in employment rates has spurred research focused on identifying evidence-based practices to assist youth with ID in securing competitive employment (Gilson et al., 2017; Grigal et al., 2011) . However, this research focuses almost exclusively on changing the behavior of the individual with a disability (e.g., social skills, behavior interventions) instead of viewing the workplace through an ecological lens to examine the practices or perspectives of coworkers and supervisors (Akkerman et al., 2016; Amado et al., 2013; Ellenkamp et al., 2016; Hedley et al., 2017) .  \nSupervisors are the main source of feedback for employees with and without disabilities (Andiola, 2014) . Studies indicate that supervisors who provide frequent feedback have the ability to change, guide, motivate, and reinforce appropriate work behaviors of employees (Guo et al., 2017; Holderness et al., 2017; Kuvaas et al., 2017) . In the business world, feedback from supervisors to employees on their work is referred to as performance feedback. Performance feedback often makes comparisons between a standard benchmark and an individual’s work performance (Holderness et al., 2017) . Previous studies demonstrate that performance feedback from a supervisor has the power to motivate, improve job performance, and promote job  \nsatisfaction among employees with disabilities (Akkerman et al., 2016) . Furthermore, performance feedback helps an employee set work-related goals and monitor their progress toward achieving those goals (Holderness et al., 2017) .  \nPerformance feedback may be even more vital to the success of employees with ID who may have difficulty picking up on the social cues of the work environment. In addition, individuals with ID often need to receive explicit instruction on their performance and guidance on how to improve (Simonsen et al., 2015) . Interventions focused on improving communication between supervisors and individuals with ID could help with (a) forming natural supports,(b) building a working relationship, and (c) providing feedback to improve job performance. Boden et al. (2018) suggested the use of the check-in/check-out (CICO) intervention as a strategy to assist supervisors in establishing these rel","cbCaimGCDY4lYbsL","https://ap.wps.com/l/cbCaimGCDY4lYbsL","pdf",616583,13,"English","# Abstract\n# Keywords and Background\n## Employment outcomes for young adults with intellectual disability\n## Role of supervisors and performance feedback\n## Need for explicit guidance and natural job supports\n# Check-in/Check-out (CICO) as an evidence-based practice\n## Core components of CICO\n## Goal/behavior monitoring sheets","[{\"question\":\"What gap does the study target regarding vocational training for young adults with intellectual disability?\",\"answer\":\"Few transition studies train vocational supervisors to interact with individuals with intellectual disability and to relay feedback during vocational training. The work addresses supervisor-mediated feedback as a key intervention focus.\"},{\"question\":\"How was the effectiveness of the CICO intervention evaluated?\",\"answer\":\"A multiple-baseline across participants design assessed whether an adaptive CICO intervention increased the rate of performance feedback statements that supervisors gave to an intern with an intellectual disability.\"},{\"question\":\"What are the main components of the CICO intervention described in the text?\",\"answer\":\"CICO involves check-in with a facilitator, using a goal sheet to monitor behavior, check-out with a facilitator, sending the goal sheet home for a parent/guardian to sign, and returning the signed form the next day.\"}]","Using Check-In/Check-Out in Vocational Training for Young Adults With Intellectual Disability - Abstract and Background | PDF",33]