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Evaluating the Effects of Video-Based Intervention to Teach Vocational Skills to Transition-Age Youth with Autism Spectrum Disorder: an Evidence-Based Systematic Review

Forfatter(e)
Chen, B. B. Yakubova, G.
År
2021
DOI
10.1007/s40489-021-00282-7
Tidsskrift
Review Journal of Autism and Developmental Disorders
Sider
16
Kategori(er)
Autismespekter Sosiale ferdigheter (inkl. vennerelasjoner)
Tiltakstype(r)
Habilitering/rehabilitering (inkl. fysioterapi)
Abstract

Even compared with students with other disabilities, students with autism spectrum disorder (ASD) often experience poor postsecondary employment outcomes. Video-based intervention (VBI) has been effective in teaching a variety of skills to students with ASD, but there has yet to be a quantitative synthesis evaluating its effectiveness to teach vocational skills specifically. Therefore, the aim of this synthesis was to empirically evaluate the effectiveness of VBI to teach vocational skills to transition-age youth with ASD. This review analyzed 22 studies using design standards, quality indicators, visual analysis, success estimates, and Tau-U effect sizes. The findings indicate that VBI is effective in teaching employable skills to this population, but further diversification of skills, student demographics, and authentic implementation contexts is needed.