Amostra

The participants were selected according to the follow ing criteria: (a) identification of a mild (i.e., IQ between 55 and 70) or moderate ID (i.e., IQ between 40 and 55; Schalock et al., 2010); (b) ability to communicate in English to ensure all participants could respond verbally in, at mini mum, three word sentences; (c) teacher recommendation for students lacking social skills based on observing student involvement in the center provided programs (e.g., employ ment, community involvement); (d) ability to pay attention to a video screen, assessed by asking the young adults to watch sample videos created by the researcher and imitate verbal response of the model in the videos; and (e) any goal of vocational skills within an Individualized Education Program (IEP). Individuals who did not meet above criteria were excluded. The one student with ID was excluded as he was unable to verbally communicate. Kai. Kai was a 19-year-old, female, Asian student, identi fied with Prader–Willi syndrome. On the Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV; Wechsler, 2008), Kai’s full scale IQ was 63 (i.e., mild ID), with sub scores of 58 for verbal comprehension, 77 for perceptual reasoning, 60 for working memory, and 79 for processing speed. On the Adaptive Behavior Assessment System–Third Edition (ABAS-III; Harrison & Oakland, 2015), Kai’s gen eral adaptive composite was 62 (i.e., 1st percentile), with subscores of 67 for conceptual (i.e., 1st percentile), 73 for social (i.e., 4th percentile), and 56 for practical (0.2nd per centile). According to her IEP, Kai showed a low level of functional communication skills. Based on Kai’s IEP goals, her general verbal skills, such as verbal fluency, needed improvement. Her IEP also listed that Kai needed the sup port of a job coach to assist with learning new work skills as well as visual and verbal supports. Lauren. Lauren was a 19-year-old, female, Caucasian stu dent. Lauren received special education services as an indi vidual with ID. In Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV; Wechsler, 2004), Lau ren’s full scale IQ was 40 (i.e., moderate ID), with subscores of 45 for verbal comprehension, 47 for perceptual reason ing, 50 for working memory, and 50 for processing speed. The Oral and Written Language Scales–Second Edition (OWLS-II; Carrow-Woolfolk, 2011) indicated a 3.5 age equivalent performance in listening comprehension and a 3.8 age-equivalent performance in oral expression. Lau ren’s IEP goals included learning verbal skills, being able to speak for herself, and being independent when communi cating in the community. Lauren’s annual goal for voca tional skills involved her completing assigned task appropriate for the workplace using a visual schedule. Mason. Mason was a 19-year-old, male, Caucasian student. Mason received special education services as an individual with ID. In the WAIS-IV (Wechsler, 2008), Mason’s full scale IQ was 43 (i.e., moderate ID), with subscores of 52 for verbal comprehension, 50 for perceptual reasoning, 53 for working memory, and 50 for processing speed. On the ABAS-III (Harrison & Oakland, 2015), Mason’s general adaptive composite was 41 (i.e., less than 0.1 percentile; extremely low), with subscore of 48 for conceptual (i.e., less than 0.1 percentile; extremely low), 54 for social (i.e., 0.1 percentile; extremely low), and 43 for practical (i.e., less than 0.1 percentile; extremely low). Mason’s IEP stated that he showed a low range of communication skills, but he was able to speak “How are you?” or “What’s up?” He spoke very fast and mumbled. On his latest IEP, his transi tion employment goal was to work in a job where he washed tables and chairs