THE DEVELOPMENT OF JOB PERFORMANCE SKILLS USING A TRANSITION PLAN FROM SCHOOL TO CONVENIENCE STORE EMPLOYMENT: A CASE STUDY OF UPPER SECONDARY STUDENTS WITH AUTISM IN A SPECIAL EDUCATION SCHOOL, CHACHOENGSAO PROVINCE

Abstract

This objective of this research article is to develop a teaching plan and provide work skill training for transitioning from a school cooperative store to a convenience store. The objectives were to teach and practice work skills using a step-by-step implementation model, observe learning outcomes, and ensure skill acquisition aligned with the PDCA cycle. Additionally, the study aimed to follow up on the transfer of learned work skills to an actual convenience store setting. The case study involved two high school students with autism. The research process was divided into three phases: Phase 1 – the researcher, acting as a job coach, prepared a transition plan for skill development and conducted work skill training activities based on convenience store requirements. Phase 2 – the students practiced work skills in the school cooperative store for 7 days until they met performance criteria. Phase 3 – the students worked at a real convenience store for two weeks, five days per week. Research tools included: (1) a transition plan for developing work skills from school to a convenience store; (2) work skill assessment forms for both the researcher and store manager; and (3) an interview form for store managers regarding the students' job performance. Data were analyzed descriptively and presented using bar graphs.

          The findings that 1. The instructional and job performance training plan transitioning from the school cooperative store to the convenience store consisted of five work-related skills:

(1) interaction skills, (2) cleaning skills, (3) product arrangement skills, (4) stock-checking skills, and (5) expiration date-checking skills. 2. After receiving instruction and hands-on training through simulated practice at the school cooperative store, both case study students were able to perform the tasks correctly as specified. 3. During actual work placement in a convenience store, it was found that Student 1 was able to perform the assigned tasks effectively and received positive feedback. Student 2 also performed the assigned tasks effectively and received initial guidance and suggestions for improvement.