Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study

被引：10
|
作者：
Smith, Matthew J. [1 ]
Sherwood, Kari [1 ]
Ross, Brittany [1 ]
Oulvey, Eugene A. [2 ]
Monahan, Julie A. [3 ]
Sipovic, Jessica E. [3 ]
Atkins, Marc S. [4 ]
Danielson, Elizabeth C. [5 ]
Jordan, Neil [5 ,6 ]
Smith, Justin D. [7 ]
机构：
[1] Univ Michigan, Ann Arbor, MI 48109 USA
[2] Illinois Dept Human Serv, Div Rehabil Serv, Springfield, IL USA
[3] Chicago Publ Sch Off Diverse Learners Supports &, Chicago, IL USA
[4] Univ Illinois, Chicago, IL USA
[5] Northwestern Univ, Feinberg Sch Med, Chicago, IL 60611 USA
[6] Hines VA Hosp, Ctr Innovat Complex Chron Healthcare, Hines, IL USA
[7] Univ Utah, Salt Lake City, UT USA
来源：
CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS | 2022年 / 45卷 / 04期
基金：
美国国家卫生研究院;
关键词：
virtual reality; job interview training; employment; transition services; youth with disabilities; JOB INTERVIEW; SECONDARY STUDENTS; SOCIAL-SKILLS; INDIVIDUALS; AUTISM; ADULTS; EMPLOYMENT; OUTCOMES; VIDEO;
D O I：
10.1177/21651434221081273
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < .05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed.
引用
收藏
页码：213 / 227
页数：15
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