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

• Published in: Review journal of autism and developmental disorders Vol. 10; no. 1; pp. 22 - 37
• Main Authors: Chen, Briella Baer, Yakubova, Gulnoza
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.03.2023; Springer Nature B.V
• Subjects: Age; Attention Deficit Hyperactivity Disorder; Autism; Autism Spectrum Disorders; Behavioral Science and Psychology; Career and Technical Education; Child and School Psychology; Developmental Psychology; Direct Instruction; Disability; Education; Effect Size; Employment; Employment Patterns; Evidence Based Practice; Inhibition; Job Skills; Language Impairments; Neurosciences; On the Job Training; Part time employment; Peers; Prompting; Psychiatry; Psychological Patterns; Psychology; Rehabilitation; Review Paper; Secondary schools; Skills; Social Behavior; Social Work; Students; Students with Disabilities; Systematic review; Teaching; Video Technology; Visual Perception; Vocational Evaluation; Wages; Young adults; Autism; Single-subject research; Vocational education; Effect size; Instructional technologies
• ISSN: 2195-7177; 2195-7185
• DOI: 10.1007/s40489-021-00282-7

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.