# Teaching Job-Related Social Skills to Adults with Neurodevelopmental Disorders
## Introduction
For many adults with neurodevelopmental disorders (NDD), finding and keeping a job is a significant challenge. While technical skills and job-related tasks are important, social skills often play an equally crucial role in workplace success. Yet, navigating workplace interactions—such as asking for help, responding to feedback, or engaging in small talk—can be difficult for individuals with NDD.
A recent study by Radogna, D’Angelo, and Lerman (2024) evaluated ways to assess and teach job-related social skills to adults with NDD in Italy. This research builds on previous studies conducted primarily in the United States and offers valuable insights for behavior analysts working with individuals seeking employment.
This post will summarize the key findings of the study and explore practical strategies for teaching social skills in workplace settings.
## Why Job-Related Social Skills Matter
Having strong social skills at work helps employees with NDD:
- Communicate effectively with supervisors and coworkers.
- Ask for help when needed.
- Understand and respond to feedback appropriately.
- Build positive workplace relationships.
- Gain long-term job stability and career growth.
Unfortunately, many individuals with NDD struggle with these skills, leading to higher unemployment rates. Employers may also have misconceptions about their abilities, creating additional barriers to workforce inclusion. Structured interventions, such as behavioral skills training (BST), can help individuals develop these crucial workplace behaviors.
## Research Design and Methods
Radogna and colleagues (2024) conducted their study in Italy with three young adults (ages 19-25) diagnosed with NDD. The researchers aimed to assess and teach five job-related social skills:
1. Asking for help.
2. Confirming understanding of instructions.
3. Responding to feedback.
4. Engaging in small talk.
5. Requesting new tasks after completing assignments.
### Study Approach:
- **Baseline Assessment**: Researchers observed how often participants used these skills naturally in workplace settings.
- **Intervention**: Participants received training using a behavioral skills training (BST) model combined with a token reinforcement system.
- **Generalization Phase**: After participants learned the skills in a controlled environment, researchers tested their ability to apply them in real workplaces.
## Intervention Strategies: What Worked?
### 1. Behavioral Skills Training (BST)
BST is a well-established method in applied behavior analysis (ABA), consisting of:
- **Instruction**: Participants received clear guidelines on what the skill entailed.
- **Modeling**: Trainers demonstrated how to perform each skill correctly.
- **Rehearsal**: Participants practiced the skill in controlled role-play scenarios.
- **Feedback and Reinforcement**: Trainers provided immediate corrections and praise.
### 2. Token Economy System
To encourage participation and correct responses, tokens were given as rewards. Participants could exchange these tokens for preferred activities or items. Reinforcement systems like these help maintain motivation and engagement.
### 3. Generalization to Real Work Settings
To test whether the learned social skills transferred to actual workplaces, participants practiced in job placements such as:
- A toy store.
- A catering school.
- Other retail settings.
By interacting with real customers and supervisors, participants had the chance to apply their new skills in a meaningful way.
## Key Findings
The results of the study showed that:
1. **Skill Acquisition Was Successful** – All participants improved their performance across the five targeted skills.
2. **Generalization Was Achieved** – Participants were able to use these skills in real workplace interactions, not just in training.
3. **Stakeholders Reported High Social Validity** – Employers and caregivers found the training beneficial and practical.
One important takeaway was that structured, explicit training helped participants gain confidence in workplace interactions. Unlike passive learning approaches, BST with reinforcement ensured practical skill development.
## Implications for Behavior Analysts
For behavior analysts supporting job-seekers with NDD, this research highlights effective strategies that can be implemented in both clinical and community settings. Some practical recommendations include:
- **Use BST to Teach Workplace Social Skills**: Role-play and rehearsal are essential for skill mastery.
- **Incorporate Reinforcement Systems**: Token economies or natural reinforcers can help maintain motivation.
- **Facilitate Real-World Practice Opportunities**: Job coaching and community-based training enhance generalization.
- **Educate Employers on Inclusive Practices**: Many workplace difficulties can be mitigated with small accommodations and awareness.
### Challenges and Future Research
Although this study produced positive outcomes, further research can explore:
- Long-term skill retention and continued workplace success.
- Larger sample sizes across different job sectors.
- Adaptations for individuals with varying cognitive and communication abilities.
## Conclusion
The ability to effectively navigate workplace social interactions is crucial for employment success. Radogna, D’Angelo, and Lerman’s (2024) study provides concrete evidence that structured training approaches—especially BST and reinforcement systems—significantly improve the job-related social skills of adults with NDD.
For behavior analysts working in vocational training, these findings offer practical guidance on how to support individuals with NDD in gaining and maintaining employment. To read the full study, visit: [DOI: 10.1007/s40617-023-00873-2](https://doi.org/10.1007/s40617-023-00873-2).
