An individualized approach to teaching adults with autism to successfully navigate job interviews via remote instruction

Kahng, Sung Woo; Butler, Courtney; Kronfli, Faris R.; Zaki-Scarpa, Christeen; Boragi, Brianna; Scott, Joseph K.

doi:10.1002/jaba.977

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Based on the initial empirical support for the A-MIRS' structure, reliability, and validity, future research studies might consider using this assessment when evaluating job interview skills of autistic transition-age youth. This recommendation is notable as the literature consists of at least eight job interview interventions (or comprehensive employment readiness packages that include a job interview training component) that are still in the early stages of scientific evaluation and could benefit from a job interview skill assessment with empiricallysupported psychometric properties (18,(20)(21)(22)(97)(98)(99)(100). In addition to its potential for scientific utility, the A-MIRS could also provide special education teachers, vocational rehabilitation counselors, job coaches, and paraprofessionals, among others, with an evidenceinformed method to evaluate the job interview skills of their client.…”

Section: Implications For Research and Practicementioning

confidence: 99%

Psychometric properties of the mock interview rating scale for autistic transition-age youth

Smith,

Sherwood,

Genova

et al. 2023

Front. Psychiatry

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BackgroundEmployment is a major contributor to quality of life. However, autistic people are often unemployed and underemployed. One potential barrier to employment is the job interview. However, the availability of psychometrically-evaluated assessments of job interviewing skills is limited for autism services providers and researchers.ObjectiveWe analyzed the psychometric properties of the Mock Interview Rating Scale that was adapted for research with autistic transition-age youth (A-MIRS; a comprehensive assessment of video-recorded job interview role-play scenarios using anchor-based ratings for 14 scripted job scenarios).MethodsEighty-five transition-age youth with autism completed one of two randomized controlled trials to test the effectiveness of two interventions focused on job interview skills. All participants completed a single job interview role-play at pre-test that was scored by raters using the A-MIRS. We analyzed the structure of the A-MIRS using classical test theory, which involved conducting both exploratory and confirmatory factor analyzes, Rasch model analysis and calibration techniques. We then assessed internal consistency, inter-rater reliability, and test–retest reliability. Pearson correlations were used to assess the A-MIRS’ construct, convergent, divergent, criterion, and predictive validities by comparing it to demographic, clinical, cognitive, work history measures, and employment outcomes.ResultsResults revealed an 11-item unidimensional construct with strong internal consistency, inter-rater reliability, and test–retest reliability. Construct [pragmatic social skills (r = 0.61, p < 0.001), self-reported interview skills (r = 0.34, p = 0.001)], divergent [e.g., age (r = −0.13, p = 0.26), race (r = 0.02, p = 0.87)], and predictive validities [competitive employment (r = 0.31, p = 0.03)] received initial support via study correlations, while convergent [e.g., intrinsic motivation (r = 0.32, p = 0.007), job interview anxiety (r = −0.19, p = 0.08)] and criterion [e.g., prior employment (r = 0.22, p = 0.046), current employment (r = 0.21, p = 0.054)] validities were limited.ConclusionThe psychometric properties of the 11-item A-MIRS ranged from strong-to-acceptable, indicating it may have utility as a reliable and valid method for assessing the job interview skills of autistic transition-age youth.

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Section: Implications For Research and Practicementioning

confidence: 99%

Psychometric properties of the mock interview rating scale for autistic transition-age youth

Smith,

Sherwood,

Genova

et al. 2023

Front. Psychiatry

View full text Add to dashboard Cite

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“…Again, only modest increases in accuracy occurred; therefore, feedback was implemented, after which the participants demonstrated criterion performance. Kahng et al (2023) used a least-to-most intensive instruction model when teaching interview skills to autistic adults, moving from the least intensive condition, synchronous online group instruction, to the most intensive condition, individualized error correction training. Intensity was categorized as the amount of personnel time required.…”

Section: Introductionmentioning

confidence: 99%

“…Participants moved through the sequential training package in order of least effortful training component to the most effortful training component. We determined effort by assessing the personnel time required to create and maintain the component (seeKahng et al, 2023 as an example). The checklist required minimal preparation time (less than 30 min) and no ongoing effort.…”

mentioning

confidence: 99%

An online sequential training package to teach citation formatting: Within and across participant analyses

Guinness,

Parry‐Cruwys,

Atkinson

et al. 2023

Behavioral Interventions

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When teaching complex skills in higher education settings, different individuals may require different levels of instruction to achieve mastery. The current study replicated and extended Parry‐Cruwys et al. (2022) by evaluating the effects of an online sequential training package on accuracy of APA citations with graduate students in behavior analysis. The intervention consisted of (a) a checklist of APA citation criteria, (b) online modules based on principles of behavioral instruction, and (c) email feedback. All components were delivered remotely through course management software and introduced sequentially such that participants experienced only the intervention necessary to meet the mastery criterion. Of 13 participants, seven required the checklist only, two required the checklist and online modules, and four required the checklist, modules, and feedback. An across participant acquisition analysis revealed additional response patterns that could inform the refinement of future training materials. This evaluation demonstrates an efficient mechanism for assessing skill acquisition at the level of the individual learner in the context of higher education.

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Parent Training for Disruptive Behaviors in Referred Children with Autism Spectrum Disorder: A Randomized Controlled Trial

Breider,

de Bildt,

Greaves-Lord

et al. 2024

J Autism Dev Disord

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The purpose of this study was to investigate whether face-to-face and therapist-assisted online (i.e., blended) behavioral parent training are effective on reducing disruptive behaviors in children with autism spectrum disorder (ASD) in routine mental health care. Ninety-seven children with ASD (4–13 years; 76 boys) were randomized to face-to-face parent training, blended parent training, or a waitlist control condition. We assessed treatment effects on parent-rated child noncompliance (primary outcome) and irritability (secondary outcome). This involved comparing both formats separately to the control condition using linear regression models. Child behaviors at 6 months follow-up were also examined. Children in the face-to-face parent training condition improved significantly more on noncompliance and irritability than children in the waitlist condition and improvements sustained to 6 months follow-up. Children in the blended condition did not improve more than children in the waitlist condition and attrition was high. Our results extend findings from efficacy studies to routine mental health care and advocate the use of face-to-face parent training for disruptive behaviors in children with ASD. More research into blended parent training programs for children with ASD and disruptive behaviors in routine mental health care should be conducted to draw more definite conclusions about the value of blended parent training for these children. Trial registration number NL4712; date of registration 22–10–2014.

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An individualized approach to teaching adults with autism to successfully navigate job interviews via remote instruction

Cited by 4 publications

References 24 publications

Psychometric properties of the mock interview rating scale for autistic transition-age youth

Psychometric properties of the mock interview rating scale for autistic transition-age youth

An online sequential training package to teach citation formatting: Within and across participant analyses

Parent Training for Disruptive Behaviors in Referred Children with Autism Spectrum Disorder: A Randomized Controlled Trial

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