A systematic literature review of video-based interventions to improve integrated competitive employment skills among youth and adults with Autism Spectrum Disorder

Abstract

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.

Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities

“…In this study, a majority of student participants who had reported race information were White. This tendency was also captured in the review conducted by Munandar et al (2020). Considering the persistent racial disparities in employment (Winsor et al, 2021), it is critical to involve participants well representing different races in establishing evidence-based practice which will further contribute to the equality of vocational training and job opportunities.…”

Assessing the Effects of Practitioner-Created and Implemented Video-Based Intervention to Teach Vocational Skills to Autistic Young Adults

“…When VBI is used in employment settings, it can be effective in teaching vocational skills to autistic individuals, including both discrete skills, such as faxing or food preparation, and employment-related "soft skills" such as greeting customers or interacting with co-workers, as evident from multiple syntheses of the literature Munandar et al, 2020). Participants in some studies have also demonstrated maintenance of the vocational skills learned with VBI Munandar et al, 2020). Yet, despite this encouraging evidence, there remains a gap in the literature regarding the effective implementation of VBI in authentic settings (i.e., real workplace settings) by authentic agents (i.e., non-researchers).…”

Using Vertical Transitions From Early Childhood to Postsecondary Environments to Improve Transition Outcomes

“…The SDLMI consists of three phases: setting a goal, taking action, and adjusting the goal or plan (Shogren et al., 2019). Video modeling can teach independence, social, and employability skills (e.g., Bross et al., 2020; Munandar et al., 2020; Park et al., 2020). A smartphone or tablet can record task completion and later provide skill maintenance (e.g., Khowaja et al., 2020; Muharib et al., 2021).…”