On-the-Job Instructional Strategies for Sustaining Competitive Integrated Employment for People with Intellectual Disability: A Rapid Review and Narrative Synthesis

Background Research on Competitive Integrated Employment and Customised Employment indicates that people with intellectual disability can maintain paid employment with appropriate vocational supports. However, less is known about how learning is facilitated and sustained through everyday work tasks that underpin job performance and retention. Objective To conduct a rapid review and narrative synthesis on workplace-based instructional strategies used by job coaches to teach work skills to people with intellectual disability in mainstream employment, and to interpret strategies using the Capability-Load Fit Theory (CLiFT). Method A rapid literature review was conducted in line with PRISMA guidelines. Evidence was synthesized narratively and interpreted using CLiFT to examine mechanisms, delivery characteristics, and contextual influences. Results Six interrelated areas were identified: systematic instruction and task analysis; prompting and fading; visual supports; video-based instruction; coaching and performance feedback; and integration with natural supports. Across these areas, instructional dose, fading, ongoing support, and adjustment to workplace change varied considerably. Conclusion Instructional practices, particularly systematic and adaptive instruction, are often under-utilized, inconsistently applied, or left implicit in everyday service delivery. Explicit instructional design, delivery quality, and capability-load fit are critical for skill acquisition and job durability in mainstream employment.