Using Flashcards and Descriptive Feedback to Teach Industrial Kitchen Equipment to a Student with Intellectual Disabilities

Introduction

Teaching individuals with intellectual and developmental disabilities (IDD) new skills is a critical step toward increasing their employment opportunities. With only 16% of people with IDD employed in paid community jobs, the need for effective teaching strategies has never been greater. Postsecondary education programs have emerged as an important avenue for equipping individuals with workplace skills, but the question remains: What are the best instructional methods for these learners?

A recent study by Huba & Belfore (2024) explored the use of flashcards and descriptive feedback to teach a student with an intellectual disability to identify industrial kitchen equipment. This blog will discuss their findings, why they matter, and how behavior analysts can apply these techniques in real-world settings.

Background: The Need for Employment-Focused Instruction

Employment provides financial independence, social interaction, and a sense of purpose. However, individuals with IDD face multiple barriers to securing jobs, including:

• Limited access to effective vocational training
• A lack of employer willingness to hire and support individuals with disabilities
• Challenges in generalizing skills from training environments to real-world workplaces

Postsecondary education programs that focus on employment readiness are crucial in narrowing this gap. Research has shown that individuals with IDD who receive vocational education are more likely to find employment. However, effective instructional methods are necessary to ensure skill acquisition and retention.

This study examined one such instructional method: using flashcards with descriptive feedback and response prompting.

Study Overview

Participant and Setting

The study focused on Jake, a 32-year-old with mild intellectual disability and ADHD. Jake was enrolled in a non-credit certificate program in Culinary and Hospitality. The study was conducted in a university setting, but instruction took place in a distraction-free environment.

Materials and Teaching Methods

The researchers used:

• 36 laminated flashcards with pictures and names of kitchen equipment
• A structured teaching approach involving descriptive feedback and opportunities to respond
• A video recording process for data collection and verification

A multiple-baseline design was used to measure Jake's progress. The researchers divided the flashcards into three instructional sets and introduced them in phases.

Instructional Strategy: Flashcards with Descriptive Feedback

Step 1: Baseline Assessment

Jake was initially shown flashcards and asked to name the kitchen equipment without receiving corrective feedback. This measured his starting knowledge.

Step 2: Teaching with Descriptive Feedback

Once instruction began, a specific procedure was followed:

1. Error Correction: If Jake gave an incorrect response, he immediately received correction.
2. Descriptive Features: The instructor pointed out defining visual features of the kitchen equipment. Example: “This is a colander. You can tell because it has holes for draining water.”
3. Active Responding: Jake was asked to repeat the correct response after the correction.

Step 3: Positive Reinforcement

To encourage engagement and learning, the instructor provided:

• Verbal praise for correct answers
• Encouraging feedback even when errors occurred
• Multiple opportunities to practice and review responses

Findings: Did the Strategy Work?

The results of the study showed that:

• Jake successfully learned and retained the names of the kitchen equipment.
• His accuracy improved rapidly after the introduction of descriptive feedback.
• He was able to generalize the skill by identifying the equipment in real-world kitchen settings.

These findings highlight the effectiveness of using flashcards with structured feedback to teach vocational skills.

Practical Implications for Behavior Analysts

Behavior analysts working with individuals with IDD can apply the strategies from this study in several ways:

1. Use Flashcards for Vocabulary Building

   • Incorporate visuals and clear labeling to help students recognize important items.
   • Use multiple exemplars to improve generalization across different settings.

2. Provide Immediate and Descriptive Feedback

   • When a student makes an error, respond right away with correct information.
   • Highlight distinguishing features that help learners differentiate between similar items.

3. Require Active Student Participation

• Have learners repeat correct answers after feedback.
• Encourage engagement through structured practice sessions.

4. Track Progress with Data Collection
   • Use video recordings or data sheets to monitor improvement.
   • Adjust instruction based on individual performance trends.

Why This Matters

For individuals with IDD, acquiring job-related skills can mean the difference between long-term unemployment and meaningful employment. Behavior analysts play a crucial role in developing evidence-based teaching strategies that enhance learning efficiency.

By incorporating structured feedback, reinforcement, and response prompting, professionals can improve skill acquisition in vocational education settings. This study provides a clear and actionable method that can be applied across various industries beyond culinary training, making it a valuable tool for educators and behavior analysts alike.

Final Thoughts

If you’re a behavior analyst or educator working with individuals with IDD, consider integrating flashcard-based instruction with descriptive feedback into your teaching approach. The research by Huba & Belfore (2024) provides strong evidence that this strategy can enhance learning outcomes and promote skill generalization.

For full details, you can read the original study here: https://doi.org/10.1007/s40617-023-00853-6. Let’s continue to apply research-backed strategies to improve learning and employment opportunities for individuals with disabilities.

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By implementing these evidence-based techniques, behavior analysts can make a lasting impact on the lives of their students, helping them build skills that lead to greater independence and success in the workforce.