ERIC Number: EJ1477560
Record Type: Journal
Publication Date: 2025-Aug
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0198-7429
EISSN: EISSN-2163-5307
Available Date: 0000-00-00
Increasing Prosocial Employment Skills for Adolescents with Emotional and/or Behavioral Disorders: A Systematic Review and Quality Review
Behavioral Disorders, v50 n4 p213-225 2025
In this systematic review, we examined interventions for increasing prosocial employment skills for adolescents with emotional and/or behavioral disorders (EBDs). Many studies have focused on social skills related to employment for individuals with intellectual disabilities or autism spectrum disorders. However, there is a paucity of research on employment skills for individuals with EBD. A synthesis of available literature may help inform what is currently known about supporting prosocial employment skills for this group of students. We examined components of strategies that promote successful employment outcomes for individuals with EBD. We identified 12 studies involving 2,095 transition-age students, with 249 students identified with or at risk of EBD. Findings indicate that explicit teaching of prosocial employment skills is an effective strategy for increasing these skills. Included studies were evaluated using the Council for Exceptional Children "Standards for Evidence-Based Practices in Special Education." Recommendations for future research and practice are discussed.
Descriptors: Job Skills, Adolescents, Emotional Disturbances, Behavior Disorders, Intervention, High School Students, Direct Instruction, Educational Strategies, Educational Research, Students with Disabilities
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Publication Type: Journal Articles; Information Analyses
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Houston, TX, USA; 2Texas A&M University, College Station, USA; 3Bay Path University, Longmeadow, MA, USA; 4San Diego State University, CA, USA; 5The University of Texas-San Antonio, USA