The effects of peer tutoring interview skills training with transition-age youth with disabilities

Abstract

This paper examines the effectiveness of peer tutors teaching interview skills to transition-age youth with disabilities. Findings from studies show that students with disabilities do not receive adequate instruction in preparing for employment due to a variety of reasons. One strategy to improve employability skills is through the use of well-trained peer tutors to assist in teaching interviewing strategies. Providing training, structure, and support are important to designing a successful peer-tutoring program. Peer tutoring is beneficial to both tutors and tutees; it provides opportunities for self-advocacy and self-determination. The 6 students who participated in this 11-week study improved their interviewing skills when compared to their baseline data. Students with histories of behavior problems engaged in positive social interactions. Initial results indicate that the use of peer tutoring is an effective approach for students with disabilities to improve their abilities to interview for employment.