Enhancing Independent Participation Within Vocational Activities for an Adolescent With ASD Using AAC Video Visual Scene Displays

Babb, Salena; Gormley, Jessica; McNaughton, David; Light, Janice

doi:10.1177/0162643418795842

Cited by 32 publications

(14 citation statements)

References 41 publications

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“…All VBIs in the studies reviewed were implemented by the researchers or teachers who took the role of job coach. The studies revealed that VBIs increased independent participation in integrated competitive work settings, which led to less supervision from job coaches (Gentry et al, 2015;Babb et al, 2018). Given that VBIs were reported as easy to implement and validated to have positive results by the employers (Bross et al, 2018;Kellems & Morningstar, 2012;, practitioners can consider supporting co-workers and employers to implement VBIs as a form of support and accommodation to maintain and sustain high quality of job performance.…”

Section: Implications For Practicementioning

confidence: 99%

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

Munandar

Morningstar

Carlson

2020

JVR

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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.

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Section: Implications For Practicementioning

confidence: 99%

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

Munandar

Morningstar

Carlson

2020

JVR

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“…Except for Riffel et al (2005), all seven studies (e.g., Babb et al, 2019;Cullen et al, 2017) using only video prompting found that participants' performance improved, and Van Laarhoven et al (2018) indicated that participants performed better when they used their preferred device (HP Slate vs. iPad). Participants in studies utilizing video prompting with additional cueing or feedback (Pistoro et al, 2018;Seaman et al, 2018;Seaman-Tullis et al, 2019) all met the target criterion, and they maintained their improved performance during the maintenance and generalization phases.…”

Section: Reported Effectivenessmentioning

confidence: 99%

A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

Kim

Crowley

2021

Career Development and Transition for Exceptional Individuals

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This scoping review synthesized existing literature to address what is known about technology-based employment interventions for autistic individuals and how these interventions were conducted. A systematic multi-database search yielded 48 studies (362 participants; mean age = 20.5 years; 85.3% male) that met the inclusion criteria. Phones/tablets were used most frequently; 33 studies used technological devices for video modeling and/or prompting independently or alongside cueing or feedback. Most interventions were effective in improving job-specific, transferable, and interview skills of autistic individuals. Future studies are needed to examine whether these interventions lead to generalized outcomes and employment opportunities. We also offer recommendations for practice focused on teaching transition-aged students digital literacy skills and transferable skills for a wide range of job options.

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“…Students may demonstrate personal preferences for particular types of technology (Scherer et al, 2011), and some shopping environments (e.g., a noisy store) may necessitate adaptations to the technology (e.g., the provision of visual supports to complement speech output; Babb et al, in press). Interventionists should consider a feature-matching process to review both low-tech and high-tech options (Satsangi et al, 2019), and to identify technology that will provide an effective, efficient, and socially acceptable support for community participation activities such as grocery shopping (Babb et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

Jung

Ousley

McNaughton

et al. 2021

J Spec Educ Technol

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In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

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Enhancing Independent Participation Within Vocational Activities for an Adolescent With ASD Using AAC Video Visual Scene Displays

Cited by 32 publications

References 41 publications

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

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

A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

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