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BACKGROUND: People with Autism Spectrum Disorder (ASD) have lower employment rates than their peers without disabilities or other disabilities. Clear evidence exists regarding video-based interventions (VBIs) for improving task performance and social communication skills for students with ASD. However, such interventions have rarely been applied in integrated employment settings. OBJECTIVE: This systematic literature review aims to examine the utilization and efficacy of video-based interventions in improving the skills required to secure and maintain a job for youth and adults with ASD. METHODS: A systematic literature review was conducted on peer-reviewed articles on VBIs and ASD from electronic databases (n.d. -2019), an ancestral search of retrieved studies, and a hand search of retrieved journals. RESULTS: Effective approaches were identified from among 19 studies that met the inclusion criteria. Sixteen of the studies focused on teaching job performance skills associated with specific job duties. Only three studies targeted the utility of VBIs to improve job search skills. CONCLUSION: The results indicated that VBIs produce positive results in improving job performance skills. These positive results suggest promising future studies using VBIs to help equip people with ASD with the skills necessary to find and obtain employment.

A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on college and academic outcomes. Suggestions for future research include studies that further support or identify areas of weakness in proposed CCR frameworks, better clarification of CCR nonacademic skills, and the development of accompanying measures to broaden the understanding of CCR and ultimately inform policy and practice.

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As vocational rehabilitation (VR) agencies continue to implement provisions of the Workforce Innovation and Opportunity Act (WIOA) to provide employment-related transition services to youth with disabilities, it is unclear if implementation plans include predictors of post-school employment and evidence-based transition practices. We conducted a content analysis of 54 state/territory VR agency WIOA plans from 2020 to determine the extent to which research-based transition recommendations (RBTRs) were included. Our findings indicate that there was substantial variability in the number of RBTRs present within plans but that most plans ( n = 46) included between 50% and 70% of RBTRs. Career awareness, interagency collaboration, and general work experience activities were most frequently represented. Of note, student involvement in transition planning, technology skills instruction, and career technical education did not appear as frequently in plans. Implications for policy and practice are discussed.

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Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.