Michigan State University
Andrea Peterson is completing her master’s degree at Michigan State University under the supervision of Dr. Marisa Fisher. Having graduated with a bachelor’s degree in criminal justice, Andrea researches victimization of individuals with intellectual and developmental disabilities (IDD). Her thesis is designed to teach young adults with IDD in a school-to-work transition program to recognize and appropriately respond to victimization in the workplace. This research addresses a critical area of need, as individuals with IDD are at significantly increased risk of such victimization. In 2012, 1.3 million nonfatal hate crimes were committed against people with IDD in the United States; 40% of the perpetrators were well-known or casual acquaintances of the victims. What’s more, individuals with IDD who experience victimization report lower quality of life and self-esteem; experience anxiety, depression, and sleep difficulties; and may be prone to displaying aggressive behaviors.
Using a multiple probe across participants design, individuals with IDD will be taught a response to victimization protocol through behavioral skills training (BST) with multiple exemplar training (MET). Specifically, participants will be taught to abstain from reprisal, respond with acknowledgment that the person is attempting to victimize them, and walk away. Victimization scenarios will be developed through responses to a survey designed to identify the most frequently occurring forms of workplace victimization encountered by individuals with IDD. An example victimization scenario might be “Hey, you’re 21, right? Will you buy me some beer for this weekend?” An appropriate response may be maintaining a neutral face, stating “You’re trying to take advantage of me,” and walking away.
The study aims to evaluate the following research questions: (1) is BST with MET effective at teaching young adults with IDD to recognize coworker victimization, as measured through responses to role-play scenarios; (2) is BST with MET effective at teaching young adults with IDD to appropriately respond to coworker victimization, as measured through responses to role-play scenarios; and (3) do skills acquired through BST and MET generalize to in situ probes in the employment setting?
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