| Abstract: This research explored the theoretical approach to educational stimuli used in teaching, the important role imitation plays in learning and development, as well as the use of empirically supported Applied Behavior Analytic (ABA)-based teaching strategies to teach job-related skills to two adults diagnosed with an Autism Spectrum Disorder (ASD) attending a job-skills program. A functional task analysis was conducted followed by a multiple probe design in which video-based instruction was presented incorporating a progressive time delay prompting and fading strategy. The intervention was effective at teaching nine chained-behaviors to independence in less than four weeks, with efficiency comparable to this of competent peers. Generalized behaviors such as increased socialization with peers and work independence in non-taught areas were identified as collateral gains. The experiment demonstrated a non-intrusive, cost-effective method to promote higher independence in the developmentally disabled community, especially in adults and job-related skills. This study highlights the importance of investing in transition programs for individuals with learning disabilities. There is an underrepresented potential of trainable individuals eager to work in their communities; more efforts should be made to support employment opportunities for individuals with disabilities in general and ABA can provide effective evidence-base strategies that can greatly help achieve this goal. |