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Williams EDG, Smith MJ. Virtual Interview Training Among BIPOC Autistic Transition-Age Youth: A Secondary Analysis of an Initial Effectiveness RCT. J Autism Dev Disord 2024; 54:2789-2801. [PMID: 37269499 PMCID: PMC10759921 DOI: 10.1007/s10803-023-06022-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/19/2023] [Indexed: 06/05/2023]
Abstract
Black, Indigenous, and Persons of Color (BIPOC) autistic transition-aged youth (TAY) report lower rates of competitive employment compared to White autistic TAY and even greater deficits with social skills associated with positive job interviewing. A virtual job interviewing program was adapted to support and improve the job interviewing skills of autistic TAY. The current study evaluates the effectiveness of an efficacious virtual interview training program on the job interview skills, interview anxiety, and likeliness to be hired, for a subsample of 32 BIPOC autistic TAY, ages 17-26 years old from a previous randomized control trial of the program. Bivariate analyses were used to evaluate between-group differences at pre-test related to background characteristics, and whether Virtual Interview Training for Transition-Age Youth (VIT-TAY) was associated with changes between pre-test and post-test measures of job interview skills. Additionally, a Firth logistic regression was conducted to examine the relationship between VIT-TAY and competitive integrative employment at 6 months, covarying for fluid cognition, having ever had a job interview, and baseline employment status. Participants receiving pre-employment services (Pre-ETS) and virtual interview training had better job interview skills (F = 12.7, ρ < .01; η ρ 2 = .32), lower job interview anxiety (F = .3.96, ρ < .05; η ρ 2 = .12), and a higher likeliness of receiving employment (F = 4.34, ρ < .05; η ρ 2 = .13 at the 6-month follow up compared to participants that only had Pre-ETS. Findings from this study suggest that virtual interview training for TAY is effective for BIPOC autistic TAY in improving their interview skills to gain competitive employment and lower their job interview anxiety.
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Affiliation(s)
- Ed-Dee G Williams
- School of Social Work, University of Michigan, 1080 S. University Ave., Ann Arbor, MI, 48109, USA.
- Boston College School of Social Work, Chestnut Hill, MA, USA.
| | - Matthew J Smith
- School of Social Work, University of Michigan, 1080 S. University Ave., Ann Arbor, MI, 48109, USA
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Zhao W, Xu S, Zhang Y, Li D, Zhu C, Wang K. The Application of Extended Reality in Treating Children with Autism Spectrum Disorder. Neurosci Bull 2024; 40:1189-1204. [PMID: 38498091 PMCID: PMC11306495 DOI: 10.1007/s12264-024-01190-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Accepted: 12/06/2023] [Indexed: 03/19/2024] Open
Abstract
Autism Spectrum Disorder (ASD) is a common neurodevelopmental disorder in children, characterized by social interaction, communication difficulties, and repetitive and stereotyped behaviors. Existing intervention methods have limitations, such as requiring long treatment periods and needing to be more convenient to implement. Extended Reality (XR) technology offers a virtual environment to enhance children's social, communication, and self-regulation skills. This paper compares XR theoretical models, application examples, and intervention effects. The study reveals that XR intervention therapy is mainly based on cognitive rehabilitation, teaching, and social-emotional learning theories. It utilizes algorithms, models, artificial intelligence (AI), eye-tracking, and other technologies for interaction, achieving diverse intervention outcomes. Participants showed effective improvement in competency barriers using XR-based multimodal interactive platforms. However, Mixed Reality (MR) technology still requires further development. Future research should explore multimsodal interaction technologies combining XR and AI, optimize models, prioritize the development of MR intervention scenarios, and sustain an optimal intervention level.
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Affiliation(s)
- Weijia Zhao
- First Clinical Medical College, Anhui Medical University, Hefei, 230032, China
| | - Song Xu
- School of Biomedical Engineering, Anhui Medical University, Hefei, 230032, China
| | - Yanan Zhang
- School of Mental Health and Psychological Sciences, Anhui Medical University, China, Hefei, 230032, China
| | - Dandan Li
- Research Center for Translational Medicine, The Second Hospital of Anhui Medical University, Hefei, 230000, China.
| | - Chunyan Zhu
- School of Mental Health and Psychological Sciences, Anhui Medical University, China, Hefei, 230032, China
- Research Center for Translational Medicine, The Second Hospital of Anhui Medical University, Hefei, 230000, China
- Institute of Artificial Intelligence, Hefei Comprehensive National Science Center, Hefei, 230088, China
| | - Kai Wang
- School of Mental Health and Psychological Sciences, Anhui Medical University, China, Hefei, 230032, China
- Department of Neurology, The First Affiliated Hospital of Anhui Medical University, Hefei, 230032, China
- Collaborative Innovation Center of Neuropsychiatric Disorders and Mental Health, Hefei, 230032, China
- Institute of Artificial Intelligence, Hefei Comprehensive National Science Center, Hefei, 230088, China
- Anhui Province Key Laboratory of Cognition and Neuropsychiatric Disorders, Hefei, 230032, China
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Grosman HE, Aragon-Guevara D, McQuaid GA, Wallace GL, Lee NR. Academic learning challenges and links to vocational outcomes in young autistic adults. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241255774. [PMID: 38864310 DOI: 10.1177/13623613241255774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/13/2024]
Abstract
LAY ABSTRACT Finding a job can be hard for autistic adults. No studies have been completed that look into whether having difficulties learning and troubles finding a job are related in this population. The current study did so by evaluating the Learning Needs Screening Tool, a measure of learning challenges used in vocational rehabilitation settings, or places meant to help people find work. A total of 401 autistic adults completed this study online. Specifically, the study evaluated (a) the characteristics of the Learning Needs Screening Tool, including the relationships between questions that ask about similar learning challenges, and (b) the ability of the measure to relate to real-world outcomes that are associated with learning difficulties, namely prior special education receipt and difficulties finding a job. Evaluation of the questions asked on the Learning Needs Screening Tool revealed that they were highly related and that learning difficulties fell into different categories. Fifty-six percent of the people in the study showed learning challenges on the measure. People who were identified as having learning difficulties on the Learning Needs Screening Tool had higher rates of receiving special education services in the past and lower rates of current employment. These results suggest that the Learning Needs Screening Tool may help to identify autistic job seekers who have learning difficulties and may have more challenges finding a job.
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Watts G, Crompton C, Grainger C, Long J, Botha M, Somerville M, Cage E. 'A certain magic' - autistic adults' experiences of interacting with other autistic people and its relation to Quality of Life: A systematic review and thematic meta-synthesis. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241255811. [PMID: 38829019 DOI: 10.1177/13623613241255811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2024]
Abstract
LAY ABSTRACT Research has suggested that autistic people enjoy spending time with other autistic people and find them easier to talk to. We wanted to find out what autistic people say about spending time with other autistic people and whether this makes their life better. We found 52 papers which described this and reviewed what they found. We found that many autistic people had positive experiences of spending time with other autistic people and these experiences had positive impact on their lives in a range of different ways. The papers did not tell us whether this also happens for autistic people with a learning disability. More research is needed to find out more about why spending time with other autistic people helps some autistic people.
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Sherwood KL, Smith MJ, Eldredge MA. The Need for Technology-Aided Instruction and Intervention Policy for Autistic Youth. JOURNAL OF DISABILITY POLICY STUDIES 2024; 35:54-64. [PMID: 38883993 PMCID: PMC11178338 DOI: 10.1177/10442073221150603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
This paper examines current technology-aided instruction and intervention (TAII) available for autistic transition-age youth (TAY) and existing policies that may support or hinder the delivery of these interventions. Specifically, we focus on policies that might influence the delivery of TAII to autistic TAY. After a careful review of the literature, we observed that postsecondary policy guiding the delivery of TAII designed to support autistic TAY is lacking. TAII have demonstrated effectiveness, usability, sustainability, and cost-effectiveness, particularly with this population. We suggest possibilities for future policies to support the development, implementation, and evaluation of TAII for autistic TAY.
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Affiliation(s)
- Kari L Sherwood
- School of Social Work, University of Michigan; 1080 South University Avenue, Ann Arbor, MI 48109
- Department of Psychology, University of Michigan; 530 Church St., Ann Arbor, MI 48109
| | - Matthew J Smith
- School of Social Work, University of Michigan; 1080 South University Avenue, Ann Arbor, MI 48109
| | - Mary A Eldredge
- St. Mary Mercy Center for Family Care; 37595 W Seven Mile Rd, Livonia, MI 48152
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Smith MJ, Ryzin MV, Jordan N, Atkins M, Bornheimer LA, Sherwood K, Smith JD. Virtual Job Interview Training: A Dose Response to Improve Employment for Transition-Age Youth With Disabilities. CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS 2024; 47:92-105. [PMID: 38988658 PMCID: PMC11232528 DOI: 10.1177/21651434231160532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/12/2024]
Abstract
Virtual Interview Training for Transition Age Youth and Virtual Reality Job Interview Training are job interview simulators with demonstrated effectiveness in randomized controlled trials. We evaluated their dose responses via secondary data analysis of 558 transition-age youth with disabilities in 47 schools where the simulators were implemented in quasi-experimental studies. Cut-point analyses determined dosing efficiency and efficacy to optimize competitive employment. The most efficient dose when accounting for the balance between dose and employment was completing nine virtual interviews. The most efficacious dose to maximize the likelihood of successful employment was 38, but varied across race, IQ, IDEA categories and employment history. This study provides a novel approach to inform implementation guidelines for virtual interview training in pre-employment transition services. Limitations and implications for research and practice are discussed.
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Affiliation(s)
- Matthew J. Smith
- School of Social Work, University of Michigan, Ann Arbor, Michigan
| | | | - Neil Jordan
- Center for Education in Health Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
- Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
- Center of Innovation for Complex Chronic Healthcare, Hines VA Hospital, Hines, Illinois
| | - Marc Atkins
- Institute for Juvenile Research, Department of Psychiatry, University of Illinois, Chicago, IlL
| | | | - Kari Sherwood
- School of Social Work, University of Michigan, Ann Arbor, Michigan
- Department of Psychology, University of Michigan, Ann Arbor, Michigan
| | - Justin D. Smith
- Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, Utah
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Ke F, Moon J, Sokolikj Z. Designing and deploying a virtual social sandbox for autistic children. Disabil Rehabil Assist Technol 2024; 19:1178-1209. [PMID: 36524469 DOI: 10.1080/17483107.2022.2156630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Revised: 12/01/2022] [Accepted: 12/02/2022] [Indexed: 12/23/2022]
Abstract
PURPOSE This exploratory study was intended to investigate the design and feasibility of using a web virtual reality based social learning space for autistic children at home. MATERIALS AND METHODS The researchers of the current study developed and implemented an open-source, web virtual reality based learning program for children with autism. Endorsing mixed-method convergent parallel design, we collected both qualitative and quantitative data from four autistic children, including repeated measures of social skills performance, self- and parent-reported social and communication competence, observation notes, and individual interviews. RESULTS The study found preliminary evidence for a positive impact of deploying a virtual reality-based social sandbox on the practice and development of complex social skills for autistic children. All participants showed significant reduced social communication impairments from the pre- to the post-intervention phases. Nevertheless, participants' social skills performance in the virtual world was mediated by two social task design features-external goal structure and individualization. CONCLUSIONS Play- and design-oriented social tasks in the three-dimensional virtual world framed meaningful social experiences or the naturalistic intervention for social skills development.
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Affiliation(s)
- Fengfeng Ke
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA
| | - Jewoong Moon
- Department of Educational Leadership, Policy, and Technology Studies, University of Alabama, Tuscaloosa, AL, USA
| | - Zlatko Sokolikj
- Department of Scientific Computing, Florida State University, Tallahassee, FL, USA
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Garzotto F, Gianotti M, Patti A, Pentimalli F, Vona F. Empowering Persons with Autism Through Cross-Reality and Conversational Agents. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2024; 30:2591-2601. [PMID: 38437092 DOI: 10.1109/tvcg.2024.3372110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2024]
Abstract
Autism Spectrum Disorder is a neurodevelopmental condition that can affect autonomy and independence. Our research explores the integration of Cross-Reality and Conversational Agents for Autistic persons to improve ability and confidence in everyday life situations. We combine two technologies of the Virtual-Real continuum. User experiences unfold from the simulation of tasks in VR to the execution of similar tasks supported by AR in the real world. A speech-based Conversational Agent is integrated with both VR and AR. It provides contextualized help, promotes generalization, and stimulates users to apply what they learned in the virtual space. The paper presents the approach and describes an empirical study involving 17 young Autistic persons.
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Huq SM, Maskeliūnas R, Damaševičius R. Dialogue agents for artificial intelligence-based conversational systems for cognitively disabled: a systematic review. Disabil Rehabil Assist Technol 2024; 19:1059-1078. [PMID: 36413423 DOI: 10.1080/17483107.2022.2146768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 10/28/2022] [Accepted: 11/07/2022] [Indexed: 11/23/2022]
Abstract
PURPOSE We present a systematic literature review of dialogue agents for Artificial Intelligence (AI) and agent-based conversational systems dealing with cognitive disability of aged and impaired people including dementia and Parkinson's disease. We analyze current applications, gaps, and challenges in the existing research body, and provide guidelines and recommendations for their future development and use. MATERIALS AND METHODS We perform this study by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria. We performed a systematic search using relevant databases (ACM Digital Library, Google Scholar, IEEE Xplore, PubMed, and Scopus). RESULTS This study identified 468 articles on the use of conversational agents in healthcare. We finally selected 124 articles based on their objectives and content as directly related to our main topic. CONCLUSION We identified the main challenges in the field and analyzed the typical examples of the application of conversational agents in the healthcare domain, the desired characteristics of conversational agents, and chatbot support for aged people and people with cognitive disabilities. Our results contribute to a discussion on conversational health agents and emphasize current knowledge gaps and challenges for future research.IMPLICATIONS FOR REHABILITATIONA systematic literature review of dialogue agents for artificial intelligence and agent-based conversational systems dealing with cognitive disability of aged and impaired people.Main challenges and desired characteristics of the conversational agents, and chatbot support for aged people and people with cognitive disability.Current knowledge gaps and challenges for remote healthcare and rehabilitation.Guidelines and recommendations for future development and use of conversational systems.
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Affiliation(s)
- Syed Mahmudul Huq
- Faculty of Informatics, Kaunas University of Technology, Kaunas, Lithuania
| | - Rytis Maskeliūnas
- Faculty of Informatics, Kaunas University of Technology, Kaunas, Lithuania
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10
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Danielson EC, Smith MJ, Ross B, Sherwood K, Smith JD, Atkins M, Jordan N. Implementation Preparation Costs of Virtual Interview Training in Pre-Employment Transition Services: A Budget Impact Analysis. JOURNAL OF SPECIAL EDUCATION TECHNOLOGY : A PUBLICATION OF UTAH STATE UNIVERSITY, THE ASSOCIATION FOR SPECIAL EDUCATION TECHNOLOGY, AND THE TECHNOLOGY AND MEDIA DIVISION OF THE COUNCIL FOR EXCEPTIONAL CHILDREN 2024; 39:27-40. [PMID: 38975255 PMCID: PMC11225931 DOI: 10.1177/01626434231175372] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/09/2024]
Abstract
Virtual Reality Job Interview Training (VR-JIT) and Virtual Interview Training for Transition Age Youth (VIT-TAY) demonstrated initial effectiveness at increasing employment among transition-age youth with disabilities engaged in pre-employment transition services. We characterized activities and estimated the labor and non-labor costs required to prepare schools to implement VR-JIT or VIT-TAY. Implementation preparation and support teams reported labor hours throughout the implementation preparation process. Implementation preparation labor hours at 43 schools cost approximately $1,427 per school, while non-labor costs were $100 per trainee (student). We estimated the replication of implementation preparation labor activities would cost $1,024 per school (range: $841-$1,208). Most costs were spent in delivery planning and teacher training. Given that implementation preparation costs can be barriers to intervention adoption, our results provide critical information for contemplating future implementation of VR-JIT or VIT-TAY.
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Affiliation(s)
- Elizabeth C. Danielson
- Center for Education in Health Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Matthew J. Smith
- School of Social Work, University of Michigan, Ann Arbor, Michigan
| | - Brittany Ross
- School of Social Work, University of Michigan, Ann Arbor, Michigan
| | - Kari Sherwood
- School of Social Work, University of Michigan, Ann Arbor, Michigan
- Department of Psychology, University of Michigan, Ann Arbor, Michigan
| | - Justin D. Smith
- Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, Utah
| | - Marc Atkins
- Institute for Juvenile Research, Department of Psychiatry, University of Illinois, Chicago, Illinois
| | - Neil Jordan
- Center for Education in Health Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
- Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
- Center of Innovation for Complex Chronic Healthcare, Hines VA Hospital, Hines, Illinois
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11
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Sherwood K, Smith MJ, Ross B, Johnson J, Trautwein A, Landau M, Hume K. Implementing Virtual Interview Training for Transition-Age Youth: Practical Strategies for Educators. INTERVENTION IN SCHOOL AND CLINIC 2024; 59:281-286. [PMID: 38884047 PMCID: PMC11178335 DOI: 10.1177/10534512231156879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
This column shares strategies for implementing a technology-based intervention within secondary special education transition services. Virtual Interview Training for Transition-Age Youth is a web-based job interview training that uses educational content and virtual hiring managers (Rita and Travis) to help teach job interview skills. Eight strategies were assembled by research staff, teachers, and administrators during two research studies conducted across n=47 schools that delivered the program (commonly called "Rita and Travis") to n=561 students in secondary special education transition programs. Eight support strategies for implementing Rita and Travis are described. Strategies include: prepare for implementation, ensure administrative support, prioritize training and support, address logistical challenges, integrate the program into the curriculum, take advantage of the administrative center, individualize student support, and offer virtual delivery. The purpose of this column is to prepare others for successful implementation of Virtual Interview Training for Transition-Age Youth within special education transition programs.
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Affiliation(s)
- Kari Sherwood
- School of Social Work, University of Michigan; Ann Arbor, MI
- Department of Psychology, University of Michigan; Ann Arbor, MI
| | | | - Brittany Ross
- School of Social Work, University of Michigan; Ann Arbor, MI
| | - Jeffery Johnson
- School of Social Work, University of Michigan; Ann Arbor, MI
| | | | | | - Kara Hume
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; Chapel Hill, NC
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Huang Y, Arnold SRC, Foley KR, Trollor JN. Experiences of Support Following Autism Diagnosis in Adulthood. J Autism Dev Disord 2024; 54:518-531. [PMID: 36409392 DOI: 10.1007/s10803-022-05811-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/29/2022] [Indexed: 11/22/2022]
Abstract
This study aimed to explore experiences of support after adulthood autism diagnosis. In this mixed-methods survey study of 137 adults, we found that most common formal supports received were counselling and mental health. Common unmet support needs were sensory sensitivities and accessing other services. Cost, lack of information, and fear of not being taken seriously were common barriers. Informal support was mainly helpful for self-understanding and emotions toward diagnosis. Qualitative findings included difficulties accessing formal support, need for practical quality-of-life supports and support from autistic peers and online communities. Based on these findings, future development of supportive interventions should address unmet needs, improve access, and explore the integration of autistic peer support and online support into formal services.
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Affiliation(s)
- Yunhe Huang
- Department of Developmental Disability Neuropsychiatry (3DN), UNSW Sydney, Sydney, NSW, 2052, Australia
- The Cooperative Research Centre for Living With Autism (Autism CRC), Brisbane, QLD, Australia
| | - Samuel R C Arnold
- Department of Developmental Disability Neuropsychiatry (3DN), UNSW Sydney, Sydney, NSW, 2052, Australia.
- The Cooperative Research Centre for Living With Autism (Autism CRC), Brisbane, QLD, Australia.
| | - Kitty-Rose Foley
- Department of Developmental Disability Neuropsychiatry (3DN), UNSW Sydney, Sydney, NSW, 2052, Australia
- Faculty of Health, Southern Cross University, Gold Coast, QLD, Australia
| | - Julian N Trollor
- Department of Developmental Disability Neuropsychiatry (3DN), UNSW Sydney, Sydney, NSW, 2052, Australia
- The Cooperative Research Centre for Living With Autism (Autism CRC), Brisbane, QLD, Australia
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Kim SI, Jang SY, Kim T, Kim B, Jeong D, Noh T, Jeong M, Hall K, Kim M, Yoo HJ, Han K, Hong H, Kim JG. Promoting Self-Efficacy of Individuals With Autism in Practicing Social Skills in the Workplace Using Virtual Reality and Physiological Sensors: Mixed Methods Study. JMIR Form Res 2024; 8:e52157. [PMID: 38206652 PMCID: PMC10811570 DOI: 10.2196/52157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 11/01/2023] [Accepted: 11/01/2023] [Indexed: 01/12/2024] Open
Abstract
BACKGROUND Individuals with autism often experience heightened anxiety in workplace environments because of challenges in communication and sensory overload. As these experiences can result in negative self-image, promoting their self-efficacy in the workplace is crucial. Virtual reality (VR) systems have emerged as promising tools for enhancing the self-efficacy of individuals with autism in navigating social scenarios, aiding in the identification of anxiety-inducing situations, and preparing for real-world interactions. However, there is limited research exploring the potential of VR to enhance self-efficacy by facilitating an understanding of emotional and physiological states during social skills practice. OBJECTIVE This study aims to develop and evaluate a VR system that enabled users to experience simulated work-related social scenarios and reflect on their behavioral and physiological data through data visualizations. We intended to investigate how these data, combined with the simulations, can support individuals with autism in building their self-efficacy in social skills. METHODS We developed WorkplaceVR, a comprehensive VR system designed for engagement in simulated work-related social scenarios, supplemented with data-driven reflections of users' behavioral and physiological responses. A within-subject deployment study was subsequently conducted with 14 young adults with autism to examine WorkplaceVR's feasibility. A mixed methods approach was used, compassing pre- and postsystem use assessments of participants' self-efficacy perceptions. RESULTS The study results revealed WorkplaceVR's effectiveness in enhancing social skills and self-efficacy among individuals with autism. First, participants exhibited a statistically significant increase in perceived self-efficacy following their engagement with the VR system (P=.02). Second, thematic analysis of the interview data confirmed that the VR system and reflections on the data fostered increased self-awareness among participants about social situations that trigger their anxiety, as well as the behaviors they exhibit during anxious moments. This increased self-awareness prompted the participants to recollect their related experiences in the real world and articulate anxiety management strategies. Furthermore, the insights uncovered motivated participants to engage in self-advocacy, as they wanted to share the insights with others. CONCLUSIONS This study highlights the potential of VR simulations enriched with physiological and behavioral sensing as a valuable tool for augmenting self-efficacy in workplace social interactions for individuals with autism. Data reflection facilitated by physiological sensors helped participants with autism become more self-aware of their emotions and behaviors, advocate for their characteristics, and develop positive self-beliefs.
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Affiliation(s)
- Sung-In Kim
- Department of Psychiatry, Seoul National University Bundang Hospital, Bundang, Republic of Korea
| | - So-Youn Jang
- Georgia Institute of Technology, Atlanta, GA, United States
| | - Taewan Kim
- Department of Industrial Design, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea
| | - Bogoan Kim
- Department of Data Science, Hanyang University, Seoul, Republic of Korea
| | - Dayoung Jeong
- Department of Artificial Intelligence, Hanyang University, Seoul, Republic of Korea
| | - Taehyung Noh
- Department of Artificial Intelligence, Hanyang University, Seoul, Republic of Korea
| | - Mingon Jeong
- Department of Artificial Intelligence, Hanyang University, Seoul, Republic of Korea
| | - Kaely Hall
- School of Interactive Computing, Georgia Institute of Technology, Atlanta, GA, United States
| | - Meelim Kim
- Department of Preventive Medicine, Yonsei University College of Medicine, Seoul, Republic of Korea
- Herbert Wertheim School of Public Health and Human Longevity Science, University of California San Diego, San Diego, CA, United States
- The Design Lab, University of California San Diego, San Diego, CA, United States
- Center for Wireless & Population Health Systems Calit2's Qualcomm Institute, University of California San Diego, San Diego, CA, United States
| | - Hee Jeong Yoo
- Department of Psychiatry, Seoul National University Bundang Hospital, Seongnam, Republic of Korea
- Department of Psychiatry, Seoul National University College of Medicine, Seoul, Republic of Korea
| | - Kyungsik Han
- Department of Data Science, Hanyang University, Seoul, Republic of Korea
- Department of Artificial Intelligence, Hanyang University, Seoul, Republic of Korea
| | - Hwajung Hong
- Department of Industrial Design, Korea Advanced Institute of Science and Technology, Daejeon, Republic of Korea
| | - Jennifer G Kim
- Georgia Institute of Technology, Atlanta, GA, United States
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14
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Adiani D, Breen M, Migovich M, Wade J, Hunt S, Tauseef M, Khan N, Colopietro K, Lanthier M, Swanson A, Vogus TJ, Sarkar N. Multimodal job interview simulator for training of autistic individuals. Assist Technol 2024; 36:22-39. [PMID: 37000014 DOI: 10.1080/10400435.2023.2188907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/02/2023] [Indexed: 04/01/2023] Open
Abstract
Autistic individuals face difficulties in finding and maintaining employment, and studies have shown that the job interview is often a significant barrier to obtaining employment. Prior computer-based job interview training interventions for autistic individuals have been associated with better interview outcomes. These previous interventions, however, do not leverage the use of multimodal data that could give insight into the emotional underpinnings of autistic individuals' challenges in job interviews. In this article, the authors present the design of a novel multimodal job interview training platform called CIRVR that simulates job interviews through spoken interaction and collects eye gaze, facial expressions, and physiological responses of the participants to understand their stress response and their affective state. Results from a feasibility study with 23 autistic participants who interacted with CIRVR are presented. In addition, qualitative feedback was gathered from stakeholders on visualizations of data on CIRVR's visualization tool called the Dashboard. The data gathered indicate the potential of CIRVR along with the Dashboard to be used in the creation of individualized job interview training of autistic individuals.
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Affiliation(s)
- Deeksha Adiani
- Computer Science, Vanderbilt University, Nashville, Tennessee, USA
| | - Michael Breen
- Mechanical Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Miroslava Migovich
- Mechanical Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Joshua Wade
- Mechanical Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Spencer Hunt
- Mechanical Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Mahrukh Tauseef
- Electrical and Computer Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Nibraas Khan
- Computer Science, Vanderbilt University, Nashville, Tennessee, USA
| | - Kelley Colopietro
- Mechanical Engineering, Vanderbilt University, Nashville, Tennessee, USA
| | - Megan Lanthier
- TRIAD, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Amy Swanson
- TRIAD, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Timothy J Vogus
- Owen School of Management, Vanderbilt University, Nashville, Tennessee, USA
| | - Nilanjan Sarkar
- Computer Science, Vanderbilt University, Nashville, Tennessee, USA
- Mechanical Engineering, Vanderbilt University, Nashville, Tennessee, USA
- Electrical and Computer Engineering, Vanderbilt University, Nashville, Tennessee, USA
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15
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Aghakhani S, Carre N, Mostovoy K, Shafer R, Baeza-Hernandez K, Entenberg G, Testerman A, Bunge EL. Qualitative analysis of mental health conversational agents messages about autism spectrum disorder: a call for action. Front Digit Health 2023; 5:1251016. [PMID: 38116099 PMCID: PMC10728644 DOI: 10.3389/fdgth.2023.1251016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 11/20/2023] [Indexed: 12/21/2023] Open
Abstract
Background Conversational agents (CA's) have shown promise in increasing accessibility to mental health resources. This study aimed to identify common themes of messages sent to a mental health CA (Wysa) related to ASD by general users and users that identify as having ASD. Methods This study utilized retrospective data. Two thematic analyses were conducted, one focusing on user messages including the keywords (e.g., ASD, autism, Asperger), and the second one with messages from users who self-identified as having ASD. Results For the sample of general users, the most frequent themes were "others having ASD," "ASD diagnosis," and "seeking help." For the users that self-identified as having ASD (n = 277), the most frequent themes were "ASD diagnosis or symptoms," "negative reaction from others," and "positive comments." There were 3,725 emotion words mentioned by users who self-identified as having ASD. The majority had negative valence (80.3%), and few were positive (14.8%) or ambivalent (4.9%). Conclusion Users shared their experiences and emotions surrounding ASD with a mental health CA. Users asked about the ASD diagnosis, sought help, and reported negative reactions from others. CA's have the potential to become a source of support for those interested in ASD and/or identify as having ASD.
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Affiliation(s)
- S. Aghakhani
- Department of Psychology, Palo Alto University, Palo Alto, CA, United States
| | - N. Carre
- Department of Psychology, Palo Alto University, Palo Alto, CA, United States
| | - K. Mostovoy
- Department of Psychology, Palo Alto University, Palo Alto, CA, United States
| | - R. Shafer
- Department of Psychology, Palo Alto University, Palo Alto, CA, United States
| | - K. Baeza-Hernandez
- Department of Psychology, Palo Alto University, Palo Alto, CA, United States
| | | | - A. Testerman
- Department of Psychology, Palo Alto University, Palo Alto, CA, United States
| | - E. L. Bunge
- Department of Psychology, Palo Alto University, Palo Alto, CA, United States
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16
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Smith MJ, Sherwood KL, Genova HM, Ross B, DaWalt LS, Bishop L, Telfer D, Brown C, Sanchez B, Kallen MA. Psychometric properties of the mock interview rating scale for autistic transition-age youth. Front Psychiatry 2023; 14:1235056. [PMID: 38025460 PMCID: PMC10657996 DOI: 10.3389/fpsyt.2023.1235056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 10/16/2023] [Indexed: 12/01/2023] Open
Abstract
Background Employment 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. Objective We 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). Methods Eighty-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. Results Results 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. Conclusion The 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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Affiliation(s)
- Matthew J. Smith
- School of Social Work, University of Michigan, Ann Arbor, MI, United States
| | - Kari L. Sherwood
- School of Social Work, University of Michigan, Ann Arbor, MI, United States
- Department of Psychology, University of Michigan, Ann Arbor, MI, United States
| | - Helen M. Genova
- Kessler Foundation, East Hanover, NJ, United States
- Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Brittany Ross
- School of Social Work, University of Michigan, Ann Arbor, MI, United States
| | | | - Lauren Bishop
- Waisman Center, University of Wisconsin, Madison, WI, United States
- Sandra Rosenbaum School of Social Work, University of Wisconsin, Madison, WI, United States
| | | | - Cheryl Brown
- Ann Arbor Public Schools, Ann Arbor, MI, United States
| | | | - Michael A. Kallen
- Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
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17
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Solomon M, Hernandez JAY, Ruder S, Bothra S, Gonzales C, Kecskemeti K, Takarae Y. Commentary: The challenges and promises of competitively employing autistic adults in the United States. Autism Res 2023; 16:2054-2060. [PMID: 37668324 DOI: 10.1002/aur.3009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 07/23/2023] [Indexed: 09/06/2023]
Abstract
Current United States statistics suggest that autistic individuals will experience high unemployment and underemployment rates throughout their lives. Furthermore, despite the passage of federal legislation to employ young autistic adults in competitive integrated settings, where they work alongside non-disabled workers and earn at least minimum wage, most individuals receiving state services still are placed in day programs or sheltered workshops. Since meaningful employment is the most important determinant of life satisfaction, this failure is a critical societal problem, exerting increasing pressure for systems change. But the news is not all bad. Private sector companies have increased their hiring of disabled workers, producing a growing base of expertise in the recruitment, on-boarding, training, and management of autistic employees. This has led to a growing recognition that autistic individuals can be ideal workers. Autism researchers have advanced the field by investigating these private industry programs as well as conducting efficacy trials of interventions and services that help autistic individuals in the workplace. However, gaps in knowledge persist stemming from the heterogeneity of autistic workers, limited knowledge about those not receiving state services, and a system of federal services that is fragmented, poorly coordinated, difficult to navigate, and over-taxed. Autism researchers can continue to improve outcomes of autistic workers through investigations of the fit between autistic workers, their preferences, and the characteristics of available jobs, and through effectiveness trails of promising employment interventions and services that promote systems change that help break down the barriers to better integration of existing state services and resources in the United States.
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Affiliation(s)
- Marjorie Solomon
- Department of Psychiatry and Behavioral Sciences, MIND Institute & Imaging Research Center, University of California, Sacramento, California, USA
| | - Jo Ann Yon Hernandez
- Department of Psychiatry and Behavioral Sciences, MIND Institute & Imaging Research Center, University of California, Sacramento, California, USA
| | - Steve Ruder
- Center for Excellence in Developmental Disabilities, MIND Institute, University of California, Sacramento, California, USA
| | - Surina Bothra
- Department of Psychiatry and Behavioral Sciences, MIND Institute & Imaging Research Center, University of California, Sacramento, California, USA
| | - Catherine Gonzales
- Department of Psychiatry and Behavioral Sciences, MIND Institute & Imaging Research Center, University of California, Sacramento, California, USA
| | - Kali Kecskemeti
- Department of Psychiatry and Behavioral Sciences, MIND Institute & Imaging Research Center, University of California, Sacramento, California, USA
| | - Yukari Takarae
- Department of Psychiatry and Behavioral Sciences, MIND Institute & Imaging Research Center, University of California, Sacramento, California, USA
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18
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Genova HM, Haas M, Chen YL, Elsayed HE, McGrath RE, Smith MJ. Development and adaptation of a strength-based job interview training tool for transition age youth on the autism spectrum using community engaged methods. Front Psychiatry 2023; 14:1098334. [PMID: 37779620 PMCID: PMC10537930 DOI: 10.3389/fpsyt.2023.1098334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Accepted: 08/24/2023] [Indexed: 10/03/2023] Open
Abstract
Introduction Kessler Foundation Strength Identification and Expression (KF-STRIDE) is a strength-based job interview training tool developed for young adults on the autism spectrum. The intervention is based on a positive psychology framework to increase knowledge of character strengths, and how to relate them to a future employer. The current study sought to evaluate the acceptability, usability and feasibility of KF-STRIDE, as well as to guide adaptations to improve the tool's ability to meet the needs of those on the spectrum. Methods Mixed methods (post-intervention surveys, and semi-structured interviews with key stakeholders) were used to inform the evaluation and consequent adaptations of KF-STRIDE. Results The major findings of the study were that KF-STRIDE was found to be largely acceptable and usable. Importantly, however, our qualitative analysis revealed modifications that could help to better suit the needs of young adults on the spectrum, which included the incorporation of additional skills (i.e. etiquette, practicing hygiene) and more opportunities to practice job interviewing. Thus, we altered the implementation of the intervention to be web-based to improve accessibility. We incorporated the presence of an animated character to deliver the content, to eliminate the need for a highly trained interventionist. Discussion KF-STRIDE was modified to increase access by incorporating feedback from the autism community. Future directions include assessing the efficacy of KF-STRIDE in young adults on the spectrum to identify whether employment outcomes are improved after using the tool.
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Affiliation(s)
- Helen M. Genova
- Kessler Foundation, East Hanover, NJ, United States
- Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Mikayla Haas
- Kessler Foundation, East Hanover, NJ, United States
| | - Yu-Lun Chen
- Kessler Foundation, East Hanover, NJ, United States
- Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Heba E. Elsayed
- Kessler Foundation, East Hanover, NJ, United States
- Rutgers New Jersey Medical School, Newark, NJ, United States
| | - Robert E. McGrath
- School of Psychology and Counseling, Farleigh Dickinson University, Teaneck, NJ, United States
| | - Matthew J. Smith
- School of Social Work, University of Michigan, Ann Arbor, MI, United States
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19
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Smith MJ, Sherwood K, Sung C, Williams ED, Ross B, Sharma S, Sharma A, Harrington M, Brown C, Telfer D, Bond J, Toda S, Kearon D, Morrow S, Lovelace T, Dababnah S, Kattari SK, Magaña S, Watkins T, Liggett C, Riddle E, Smith JD, Hume K, Dawkins T, Baker-Ericzén M, Eack SM, Sinco B, Burke-Miller JK, Olsen D, Elkins J, Humm L, Steacy C. Enhancing pre-employment transition services: A type 1 hybrid randomized controlled trial protocol for evaluating WorkChat: A Virtual Workday among autistic transition-age youth. Contemp Clin Trials Commun 2023; 34:101153. [PMID: 37456506 PMCID: PMC10338963 DOI: 10.1016/j.conctc.2023.101153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Revised: 05/02/2023] [Accepted: 05/14/2023] [Indexed: 07/18/2023] Open
Abstract
Autistic transition-age youth experience high rates of unemployment and underemployment, in part due to the social challenges they may face when having conversations in the workplace. In an effort to help enhance conversational abilities in the workplace, our collaborative team partnered to develop WorkChat: A Virtual Workday. Specifically, our team of scientists, community partners, and diversity and inclusion experts participated in a community-engaged process to develop WorkChat using iterative feedback from autistic transition-age youth and their teachers. With initial development complete, this study reports on the protocol that our collaborative team developed, reviewed, and approved to conduct a randomized controlled trial (RCT) to evaluate the real-world effectiveness and initial implementation process outcomes of WorkChat when integrated into post-secondary pre-employment transition services (Pre-ETS). Our aims are to: 1) evaluate whether services-as-usual in combination with WorkChat, compared to services-as-usual with an attention control, enhances social cognition and work-based social ability (between pre- and post-test); reduces anxiety about work-based social encounters (between pre- and post-test), and increases sustained employment by 9-month follow-up; 2) evaluate whether social cognitive ability and work-based social ability mediate the effect of WorkChat on sustained employment; and 3) conduct a multilevel, mixed-method process evaluation of WorkChat implementation.
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Affiliation(s)
- Matthew J. Smith
- University of Michigan, School of Social Work, Ann Arbor, MI, USA
| | - Kari Sherwood
- University of Michigan, School of Social Work, Ann Arbor, MI, USA
- University of Michigan, Department of Psychology, Ann Arbor, MI, USA
| | - Connie Sung
- Michigan State University, East Lansing, MI, USA
| | - Ed-Dee Williams
- University of Michigan, School of Social Work, Ann Arbor, MI, USA
| | - Brittany Ross
- University of Michigan, School of Social Work, Ann Arbor, MI, USA
| | - Sagun Sharma
- Michigan State University, East Lansing, MI, USA
| | - Apara Sharma
- University of Michigan, School of Social Work, Ann Arbor, MI, USA
| | | | | | | | - Justine Bond
- Michigan Rehabilitation Services, Lansing, MI, USA
| | - Sen Toda
- Michigan Career and Technical Institute, Plainwell, MI, USA
| | | | | | - Temple Lovelace
- Advanced Education Research & Development Fund, Oakland, CA, USA
| | - Sarah Dababnah
- University of Maryland, School of Social Work, Baltimore, MD, USA
| | - Shanna K. Kattari
- University of Michigan, School of Social Work, Ann Arbor, MI, USA
- University of Michigan, Department of Women's and Gender Studies, Ann Arbor, MI, USA
| | - Sandra Magaña
- University of Texas, School of Social Work, Austin, TX, USA
| | - Tikia Watkins
- Walled Lake Consolidated Schools, Walled Lake, MI, USA
| | | | | | - Justin D. Smith
- University of Utah, School of Medicine, Salt Lake City, UT, USA
| | - Kara Hume
- University of North Carolina, School of Education, Chapel Hill, NC, USA
| | - Tamara Dawkins
- University of North Carolina, Department of Psychiatry, Chapel Hill, NC, USA
| | - Mary Baker-Ericzén
- San Diego State University, Interwork Institute and Department of Administration, Rehabiliation, and Post-Secondary Education, San Diego, CA, USA
| | - Shaun M. Eack
- University of Pittsburgh, School of Social Work and Department of Psychiatry, Pittsburgh, PA, USA
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20
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Genova HM, Kallen MA, Sherwood KL, Dawalt L, Bishop L, Telfer D, Brown C, Sanchez B, Smith MJ. Development and Psychometric Properties of Self-Reported Job Interview Skills and Job Interview Anxiety for Autistic Transition-Age Youth. JOURNAL OF VOCATIONAL REHABILITATION 2023; 58:199-217. [PMID: 38974409 PMCID: PMC11225930 DOI: 10.3233/jvr-230009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
BACKGROUND The study of job interview training is an emerging area among transition-age autistic youth who face significant challenges when navigating job interviews. The autism field has limited measures that have undergone rigorous psychometric evaluation. OBJECTIVE We sought to evaluate the psychometric properties of adapted self-report measures assessing job interview skills and job interview anxiety. METHODS As part of two parent randomized controlled trials, eighty-five transition-age autistic youth completed measures related to the strength of their job interview skills and their level of job interview anxiety. We conducted classical test theory analyses, exploratory and confirmatory factor analyses, and Rasch model analytic and calibration analyses. Pearson correlations were used to establish concurrent, divergent, and criterion validity by correlating these scales with measures of social differences, depressive symptoms, behaviors, neuropsychological functioning, and work history. RESULTS Our analyses yielded two brief and reliable scales: Measure of Job Interview Skills (MOJO-iSkills) and Measure of Job Interview Anxiety (MOJO-iAnxiety), which demonstrated initial concurrent, divergent, and criterion validities when correlated with measures of depressive symptoms, social differences, internalizing and externalizing behavior, and work history. CONCLUSIONS This study presents initial evidence that MOJO-iSkills and MOJO-iAnxiety have acceptable psychometric properties supporting they can be used to reliably and validly assess job interview skills and interview anxiety.
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Affiliation(s)
- Helen M. Genova
- Kessler Foundation, 120 Eagle Rock Avenue, East Hanover, New Jersey USA
- Department of Physical Medicine and Rehabilitation, Rutgers New Jersey Medical School, Newark, NJ, USA
| | - Michael A. Kallen
- Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Kari L. Sherwood
- University of Michigan School of Social Work, Ann Arbor, MI, USA
- University of Michigan Department of Psychology, Ann Arbor, MI, USA
| | - Leann Dawalt
- University of Wisconsin, Waisman Center, Madison, WI, USA
| | - Lauren Bishop
- University of Wisconsin, Waisman Center, Madison, WI, USA
- University of Wisconsin, School of Social Work, Madison, WI, USA
| | | | | | | | - Matthew J. Smith
- University of Michigan School of Social Work, Ann Arbor, MI, USA
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21
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Sherwood K, Smith MJ, Ross B, Johnson J, Harrington M, Blajeski S, Dawalt L, Bishop L, Smith JD. Mixed methods implementation evaluation of virtual interview training for transition-age autistic youth in pre-employment transition services. JOURNAL OF VOCATIONAL REHABILITATION 2023; 58:139-154. [PMID: 38881791 PMCID: PMC11178120 DOI: 10.3233/jvr-230004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
BACKGROUND Autistic transition-age youth are employed at rates far lower than their non-disabled peers as well as youth with other disabilities. Meanwhile, very few studies have evaluated the implementation of job interviewing practices within pre-employment transition services. OBJECTIVE We conducted an initial implementation evaluation as part of a Type I hybrid randomized controlled effectiveness-implementation trial where we trained teachers to deliver Virtual Interview Training for Transition-Age Youth (VIT-TAY) within five pre-employment transition services programs. METHODS We used mixed methods to evaluate leader (n=5), teacher (n=15) and autistic transition age youth (n=48) perceptions of VIT-TAY. We used descriptive statistics and thematic network analysis to evaluate survey data. Mixed methods integration was then performed to make comparisons between quantitative and qualitative results. RESULTS Quantitative survey data revealed that leaders and teachers found VIT-TAY to be highly acceptable and appropriate for pre-employment transition services; findings which were confirmed via thematic network analysis of qualitative interview data. Autistic students reported via quantitative surveys that VIT-TAY was acceptable and usable, which was confirmed via thematic network analysis of open-ended survey data. CONCLUSIONS This initial implementation evaluation can be used to inform a larger scale implementation evaluation of VIT-TAY in schools.
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Affiliation(s)
- Kari Sherwood
- School of Social Work, University of Michigan; Ann Arbor, MI
- Department of Psychology, University of Michigan; Ann Arbor, MI
| | | | - Brittany Ross
- School of Social Work, University of Michigan; Ann Arbor, MI
| | - Jeffery Johnson
- School of Social Work, University of Michigan; Ann Arbor, MI
| | | | | | - Leann Dawalt
- Waisman Center, University of Wisconsin; Madison, WI
| | - Lauren Bishop
- Waisman Center, University of Wisconsin; Madison, WI
- Sandra Rosenbaum School of Social Work, University of Wisconsin; Madison, WI
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22
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Smith MJ, Parham B, Mitchell J, Blajeski S, Harrington M, Ross B, Johnson J, Brydon DM, Johnson JE, Cuddeback GS, Smith JD, Bell MD, McGeorge R, Kaminski K, Suganuma A, Kubiak S. Virtual Reality Job Interview Training for Adults Receiving Prison-Based Employment Services: A Randomized Controlled Feasibility and Initial Effectiveness Trial. CRIMINAL JUSTICE AND BEHAVIOR 2023; 50:272-293. [PMID: 38881730 PMCID: PMC11178324 DOI: 10.1177/00938548221081447] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
Returning citizens struggle to obtain employment after release from prison, and navigating job interviews is a critical barrier they encounter. Implementing evidence-based interview training is a major gap in prison-based vocational services. We conducted a randomized controlled trial (RCT) to evaluate the feasibility and initial effectiveness of Virtual Reality Job Interview Training within two prisons. Forty-four male returning citizens were randomized to receive service-as-usual (SAU) with VR-JIT (SAU+VR-JIT, n = 28) or SAU (n = 16). Participants reported VR-JIT was highly acceptable and usable. SAU+VR-JIT, as compared to SAU, had significant improvements (with large effect sizes) in interview skills, interview training motivation, and interview anxiety (all p < .05; ηp2 > .15), and greater employment by 6-month follow-up (OR = 7.4, p = .045). VR-JIT can potentially help fill a major gap in prison-based services. Future research is needed to validate VR-JIT effectiveness and evaluate VR-JIT implementation strategies within prisons.
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Affiliation(s)
- Matthew J. Smith
- University of Michigan School of Social Work, Ann Arbor, MI, USA
| | - Brittani Parham
- University of Michigan School of Social Work, Ann Arbor, MI, USA
- University of Michigan Department of Psychology, Ann Arbor, MI, USA
| | - Jamie Mitchell
- University of Michigan School of Social Work, Ann Arbor, MI, USA
| | - Shannon Blajeski
- University of Michigan School of Social Work, Ann Arbor, MI, USA
| | | | - Brittany Ross
- University of Michigan School of Social Work, Ann Arbor, MI, USA
| | - Jeffery Johnson
- University of Michigan School of Social Work, Ann Arbor, MI, USA
| | - Daphne M. Brydon
- University of Michigan School of Social Work, Ann Arbor, MI, USA
- University of Denver Graduate School of Social Work, Denver, CO, USA
| | | | - Gary S. Cuddeback
- University of North Carolina at Chapel Hill School of Social Work, Chapel Hill, NC, USA
| | - Justin D. Smith
- University of Utah, Department of Population Health Sciences, Provo, Utah, USA
| | - Morris D. Bell
- Yale School of Medicine, Department of Psychiatry, West Haven, CT, USA
| | | | - Kyle Kaminski
- Michigan Department of Corrections, Lansing, MI, USA
| | | | - Sheryl Kubiak
- Wayne State University School of Social Work, Detroit, MI, USA
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23
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Politis Y, Clemente I, Lim Z, Sung C. The development of the conversation skills assessment tool. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2023; 8:23969415231196063. [PMID: 37637964 PMCID: PMC10449635 DOI: 10.1177/23969415231196063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 08/29/2023]
Abstract
Background and aims Having a conversation with someone or even more within a group of people is complex. We are never taught at school how to do it, which implies we consider having a conversation as something simple and straightforward. Instead, we just learn from observing others. Some people are great conversationalists - it comes naturally to them - while others struggle. Some people may not fully understand how the process works, how turn-taking happens, don't understand visual cues such as body language and facial expressions, and fail to comprehend that some topics may be appropriate or inappropriate. This can be the case for both neurotypical and neurodivergent people. The Conversation skills Assessment Tool has been developed in this first instance to help in assessing and examining conversation skills in an intervention with young autistic adults on a virtual platform (a virtual world). This paper will present the evolution of the new measure through the exploratory phase, the development phase and finally a detailed account of the inter-rater reliability process. Methods The intervention associated with this study was carried out though a multiple baseline design with 3 autistic participants (in their early 20 s) and took place over 4 phases (15-17 sessions). The sessions involved semi-structured conversations in face-to-face (phases 1 and 4) and virtual (phases 2 and 3) settings and were videotaped with the participants' consent. Twelve of those were used by this study in the development process through iterative inter-rater reliability stages between two coding teams. Results Evaluation of the Conversation skills Assessment Tool tool revealed the potential benefit of implementing interventions with measures that more objectively and concretely (e.g., by noting frequencies) assess observable behaviours that are associated with having positive conversations with others. Beyond this, it is anticipated that Conversation skills Assessment Tool can emerge as a tool capable of not only accounting for the environment an interaction takes place in (e.g., professional, casual), but also offers beneficial feedback for both autistic students and other populations (e.g., young children, English language learners). Conclusions This measure has the potential to offer quantifiable and trackable guidance to people who have difficulties conversing. The authors do not wish to perpetuate an ableist social construct of what is a 'good' conversation, nor do they suggest that conversation skills training is useful solely for people with communication and/or socialization difficulties. Rather, they hope that Conversation skills Assessment Tool can be adopted more broadly to give both neurotypical and neurodivergent people a better understanding of how to communicate more effectively with others, while also becoming more aware and accepting of differing conversational styles. Implications Because of its ability to track (or self-monitor) one's development of conversational skills over time, Conversation skills Assessment Tool could serve as an educative tool in early childhood education. It can be used by occupational/speech therapists and other professionals and also used to self-monitor one's development of conversational skills. Conversation skills Assessment Tool was developed to assess conversation skills on a one-to-one basis; therefore, another iteration of Conversation skills Assessment Tool would have to look at group conversations.
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Affiliation(s)
- Yurgos Politis
- Yehuda Elkana Center for Teaching, Learning and Higher Education Research, Central European University, Austria
| | - Ian Clemente
- Department of Counselling, Educational Psychology & Special Education (CEPSE), Michigan State University, USA
| | | | - Connie Sung
- Department of Counselling, Educational Psychology & Special Education (CEPSE), Michigan State University, USA
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24
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Smith MJ, Burke-Miller JK, Bornheimer LA, Ross B, Bell MD, McGurk SR, Mueser KT, Brown A, Prestipino J, Borghani N, Nelson K, Lieberman T, Pashka NJ, Razzano LA, Kallen MA. Psychometric properties of the mock interview rating scale for schizophrenia and other serious mental illnesses. Front Psychiatry 2023; 14:1150307. [PMID: 37181877 PMCID: PMC10172658 DOI: 10.3389/fpsyt.2023.1150307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 04/06/2023] [Indexed: 05/16/2023] Open
Abstract
Background Over the past 10 years, job interview training has emerged as an area of study among adults with schizophrenia and other serious mental illnesses who face significant challenges when navigating job interviews. The field of mental health services research has limited access to assessments of job interview skills with rigorously evaluated psychometric properties. Objective We sought to evaluate the initial psychometric properties of a measure assessing job interview skills via role-play performance. Methods As part of a randomized controlled trial, 90 adults with schizophrenia or other serious mental illnesses completed a job interview role-play assessment with eight items (and scored using anchors) called the mock interview rating scale (MIRS). A classical test theory analysis was conducted including confirmatory factor analyses, Rasch model analysis and calibration, and differential item functioning; along with inter-rater, internal consistency, and test-retest reliabilities. Pearson correlations were used to evaluate construct, convergent, divergent, criterion, and predictive validity by correlating the MIRS with demographic, clinical, cognitive, work history measures, and employment outcomes. Results Our analyses resulted in the removal of a single item (sounding honest) and yielded a unidimensional total score measurement with support for its inter-rater reliability, internal consistency, and test-retest reliability. There was initial support for the construct, convergent, criterion, and predictive validities of the MIRS, as it correlated with measures of social competence, neurocognition, valuing job interview training, and employment outcomes. Meanwhile, the lack of correlations with race, physical health, and substance abuse lent support for divergent validity. Conclusion This study presents initial evidence that the seven-item version of the MIRS has acceptable psychometric properties supporting its use to assess job interview skills reliably and validly among adults with schizophrenia and other serious mental illnesses. Clinical Trial Registration NCT03049813.
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Affiliation(s)
- Matthew J. Smith
- School of Social Work, University of Michigan, Ann Arbor, MI, United States
- *Correspondence: Matthew J. Smith,
| | - Jane K. Burke-Miller
- Department of Psychiatry, University of Illinois-Chicago, Chicago, IL, United States
| | | | - Brittany Ross
- School of Social Work, University of Michigan, Ann Arbor, MI, United States
| | - Morris D. Bell
- Yale School of Medicine, Department of Psychiatry, New Haven, CT, United States
| | - Susan R. McGurk
- Boston University Center for Psychiatric Rehabilitation, Boston, MA, United States
| | - Kim T. Mueser
- Boston University Center for Psychiatric Rehabilitation, Boston, MA, United States
| | | | | | | | | | | | | | - Lisa A. Razzano
- Department of Psychiatry, University of Illinois-Chicago, Chicago, IL, United States
- Thresholds, Chicago, IL, United States
| | - Michael A. Kallen
- Feinberg School of Medicine, Northwestern University, Chicago, IL, United States
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Tan BL, Shi J, Yang S, Loh H, Ng D, Choo C, Medalia A. The use of virtual reality and augmented reality in psychosocial rehabilitation for adults with neurodevelopmental disorders: A systematic review. Front Psychiatry 2022; 13:1055204. [PMID: 36590624 PMCID: PMC9794993 DOI: 10.3389/fpsyt.2022.1055204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Accepted: 11/25/2022] [Indexed: 12/23/2022] Open
Abstract
Objectives Virtual reality and augmented reality have been used in psychosocial rehabilitation for adults with neurodevelopmental disorders in recent years, to provide functional training in a scaffolded and appealing manner. This systematic review attempted to evaluate (1) how virtual reality or augmented reality technology was deployed, when used as an intervention for adults with neurodevelopmental disorders; and (2) how virtual or augmented reality-assisted psychosocial rehabilitation programs impacted on the functional domains of community living, employment and social participation. Methods The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was adopted and a search of publications between June 2012 and June 2022 was carried out. The target groups were adults with schizophrenia/schizoaffective disorders, autism spectrum disorder, intellectual disabilities and attention deficit hyperactivity disorder. Interventions that targeted at least one functional domain were included. Results The database search generated 1,267 records and 38 studies met the inclusion criteria. Three studies utilized augmented reality while the rest utilized virtual reality. The virtual scenarios were displayed in various ways, such as head-mounted displays, computer screens, mobile devices and cave rooms. A few studies also used features such as speech recognition, eye tracking and motion-capture device to provide real-time feedback to participants during rehabilitation. Eleven studies reported interventions that addressed community living, 15 studies addressed vocational skills and nine studies trained participants in social skills or social cognition. Three studies sought to improve quality of life using virtual scenarios to expose participants to various situations. Majority of these studies reported preliminary promising results, with improvement in the functional domains addressed. However, several studies had small sample sizes and many single-arm pretest-posttest studies were assessed to be of serious or critical risk of bias. Conclusion Virtual reality and augmented reality are deployed in various ways to augment psychosocial rehabilitation for adults with neurodevelopmental disorders. Most interventions target skills training or strategy learning in the areas of community living, work and social participation. Preliminary positive findings of their effects on functional performance were reported. Larger and robust studies using ecologically valid outcome measures will be needed to establish their effects on real-world functional outcomes. Systematic review registration identifier: CRD42022335443.
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Affiliation(s)
- Bhing-Leet Tan
- Health and Social Sciences Cluster, Singapore Institute of Technology, Singapore, Singapore
- Occupational Therapy Department, Institute of Mental Health, Singapore, Singapore
| | - Jing Shi
- Health and Social Sciences Cluster, Singapore Institute of Technology, Singapore, Singapore
| | - Suyi Yang
- Occupational Therapy Department, Institute of Mental Health, Singapore, Singapore
| | - Hannah Loh
- Occupational Therapy Department, Institute of Mental Health, Singapore, Singapore
| | - Desiree Ng
- Occupational Therapy Department, Institute of Mental Health, Singapore, Singapore
| | - Cherie Choo
- Occupational Therapy Department, Institute of Mental Health, Singapore, Singapore
| | - Alice Medalia
- Department of Psychiatry, New York State Psychiatric Institute, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, United States
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Wiebe A, Kannen K, Selaskowski B, Mehren A, Thöne AK, Pramme L, Blumenthal N, Li M, Asché L, Jonas S, Bey K, Schulze M, Steffens M, Pensel MC, Guth M, Rohlfsen F, Ekhlas M, Lügering H, Fileccia H, Pakos J, Lux S, Philipsen A, Braun N. Virtual reality in the diagnostic and therapy for mental disorders: A systematic review. Clin Psychol Rev 2022; 98:102213. [PMID: 36356351 DOI: 10.1016/j.cpr.2022.102213] [Citation(s) in RCA: 21] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 08/21/2022] [Accepted: 10/11/2022] [Indexed: 01/27/2023]
Abstract
BACKGROUND Virtual reality (VR) technologies are playing an increasingly important role in the diagnostics and treatment of mental disorders. OBJECTIVE To systematically review the current evidence regarding the use of VR in the diagnostics and treatment of mental disorders. DATA SOURCE Systematic literature searches via PubMed (last literature update: 9th of May 2022) were conducted for the following areas of psychopathology: Specific phobias, panic disorder and agoraphobia, social anxiety disorder, generalized anxiety disorder, posttraumatic stress disorder (PTSD), obsessive-compulsive disorder, eating disorders, dementia disorders, attention-deficit/hyperactivity disorder, depression, autism spectrum disorder, schizophrenia spectrum disorders, and addiction disorders. ELIGIBILITY CRITERIA To be eligible, studies had to be published in English, to be peer-reviewed, to report original research data, to be VR-related, and to deal with one of the above-mentioned areas of psychopathology. STUDY EVALUATION For each study included, various study characteristics (including interventions and conditions, comparators, major outcomes and study designs) were retrieved and a risk of bias score was calculated based on predefined study quality criteria. RESULTS Across all areas of psychopathology, k = 9315 studies were inspected, of which k = 721 studies met the eligibility criteria. From these studies, 43.97% were considered assessment-related, 55.48% therapy-related, and 0.55% were mixed. The highest research activity was found for VR exposure therapy in anxiety disorders, PTSD and addiction disorders, where the most convincing evidence was found, as well as for cognitive trainings in dementia and social skill trainings in autism spectrum disorder. CONCLUSION While VR exposure therapy will likely find its way successively into regular patient care, there are also many other promising approaches, but most are not yet mature enough for clinical application. REVIEW REGISTRATION PROSPERO register CRD42020188436. FUNDING The review was funded by budgets from the University of Bonn. No third party funding was involved.
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Affiliation(s)
- Annika Wiebe
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Kyra Kannen
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Benjamin Selaskowski
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Aylin Mehren
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Ann-Kathrin Thöne
- School of Child and Adolescent Cognitive Behavior Therapy (AKiP), Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany
| | - Lisa Pramme
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Nike Blumenthal
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Mengtong Li
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Laura Asché
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Stephan Jonas
- Institute for Digital Medicine, University Hospital Bonn, Bonn, Germany
| | - Katharina Bey
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Marcel Schulze
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Maria Steffens
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Max Christian Pensel
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Matthias Guth
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Felicia Rohlfsen
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Mogda Ekhlas
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Helena Lügering
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Helena Fileccia
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Julian Pakos
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Silke Lux
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Alexandra Philipsen
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany
| | - Niclas Braun
- Department of Psychiatry and Psychotherapy, University Hospital Bonn, Bonn, Germany.
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Dechsling A, Orm S, Kalandadze T, Sütterlin S, Øien RA, Shic F, Nordahl-Hansen A. Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review. J Autism Dev Disord 2022; 52:4692-4707. [PMID: 34783991 PMCID: PMC9556391 DOI: 10.1007/s10803-021-05338-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/20/2021] [Indexed: 11/25/2022]
Abstract
In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.
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Affiliation(s)
- Anders Dechsling
- Faculty of Teacher Education and Languages, Østfold University College, B R A veien 4, 1757, Halden, Norway.
| | - Stian Orm
- Department of Welfare and Participation, Western Norway University of Applied Sciences, Bergen, Norway
| | - Tamara Kalandadze
- Faculty of Teacher Education and Languages, Østfold University College, B R A veien 4, 1757, Halden, Norway
| | - Stefan Sütterlin
- Faculty of Computer Science, Albstadt-Sigmaringen University, Sigmaringen, Germany
- Faculty of Health, Welfare and Organisation, Østfold University College, Halden, Norway
| | - Roald A Øien
- Department of Education, The Arctic University of Norway - University of Tromsø, Tromsö, Norway
- Child Study Center, Yale University School of Medicine, New Haven, USA
| | - Frederick Shic
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, USA
- Department of Pediatrics, University of Washington School of Medicine, Washington, USA
| | - Anders Nordahl-Hansen
- Faculty of Teacher Education and Languages, Østfold University College, B R A veien 4, 1757, Halden, Norway
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Smith MJ, Sherwood K, Ross B, Oulvey EA, Monahan JA, Sipovic JE, Atkins MS, Danielson EC, Jordan N, Smith JD. Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study. CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS 2022; 45:213-227. [PMID: 38882261 PMCID: PMC11178323 DOI: 10.1177/21651434221081273] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
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 non-randomized 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 < 0.05). 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.
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Affiliation(s)
- Matthew J. Smith
- School of Social Work, University of Michigan, Ann Arbor, Michigan
| | - Kari Sherwood
- School of Social Work, University of Michigan, Ann Arbor, Michigan
- Department of Psychology, University of Michigan, Ann Arbor, Michigan
| | - Brittany Ross
- School of Social Work, University of Michigan, Ann Arbor, Michigan
| | - Eugene A. Oulvey
- Illinois Department of Human Services, Division of Rehabilitation Services, Illinois
| | - Julie A. Monahan
- Chicago Public Schools Office of Diverse Learners Supports and Services, Chicago, Illinois
| | - Jessica E. Sipovic
- Chicago Public Schools Office of Diverse Learners Supports and Services, Chicago, Illinois
| | - Marc S. Atkins
- Institute for Juvenile Research, Department of Psychiatry, University of Illinois, Chicago, Illinois
| | - Elizabeth C. Danielson
- Center for Education in Health Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Neil Jordan
- Center for Education in Health Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
- Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
- Center of Innovation for Complex Chronic Healthcare, Hines VA Hospital, Hines, Illinois
| | - Justin D. Smith
- Department of Population Health Sciences, University of Utah School of Medicine, Salt Lake City, Utah
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29
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Smith MJ, Smith JD, Blajeski S, Ross B, Jordan N, Bell MD, McGurk SR, Mueser KT, Burke-Miller JK, Oulvey EA, Fleming MF, Nelson K, Brown A, Prestipino J, Pashka NJ, Razzano LA. An RCT of Virtual Reality Job Interview Training for Individuals With Serious Mental Illness in IPS Supported Employment. Psychiatr Serv 2022; 73:1027-1038. [PMID: 35172592 PMCID: PMC9661916 DOI: 10.1176/appi.ps.202100516] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
OBJECTIVE Virtual Reality Job Interview Training (VR-JIT) is a computerized interview simulator with efficacy at enhancing interview skills and employment outcomes. A randomized controlled trial assessed VR-JIT effectiveness for participants in individual placement and support (IPS), in which approximately 55% of individuals with serious mental illness obtain employment. METHODS Ninety participants with serious mental illness were randomly assigned to IPS+VR-JIT (N=54) or IPS as usual (N=36), completing pretest-posttest assessments and an employment evaluation at 9 months. Intent-to-treat chi-square analysis, multivariable logistic regression, Cox proportional hazards models, and mixed-effects linear regressions were conducted. Fifty-one percent were IPS nonresponders (i.e., no employment within the first 90 days of IPS). RESULTS IPS+VR-JIT participants did not have significantly higher employment rates, compared with IPS-as-usual participants (43% versus 28%). IPS nonresponders (N=46) in the IPS+VR-JIT group had greater odds of obtaining employment (odds ratio [OR]=5.82, p=0.014) and shorter time to employment (hazard ratio=2.70, p=0.044) compared with IPS nonresponders in the IPS-as-usual group. Intent-to-treat mixed-effects linear analyses indicated that IPS+VR-JIT, compared with IPS as usual, significantly improved interview skills (p=0.006), interview confidence (p=0.013), and interview anxiety (p=0.019). CONCLUSIONS VR-JIT's potential benefits (increased employment in a shorter time) appeared to be specific to IPS nonresponders, whereas employment outcomes for recent IPS enrollees were not affected. VR-JIT could be a valuable resource for employment specialists to support IPS nonresponders, because 47% of participants engaged in mock interview training with their specialist. Future research should focus on evaluating the effectiveness and implementation of VR-JIT among IPS nonresponders.
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Affiliation(s)
- Matthew J Smith
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Justin D Smith
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Shannon Blajeski
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Brittany Ross
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Neil Jordan
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Morris D Bell
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Susan R McGurk
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Kim T Mueser
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Jane K Burke-Miller
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Eugene A Oulvey
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Michael F Fleming
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Karley Nelson
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Adrienne Brown
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - John Prestipino
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Nicole J Pashka
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
| | - Lisa A Razzano
- University of Michigan School of Social Work, Ann Arbor (M. J. Smith, Blajeski, Ross); Department of Population Health Sciences, University of Utah Eccles School of Medicine, Salt Lake City (J. D. Smith); Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago (Jordan, Fleming); Center of Innovation for Complex Chronic Healthcare, Edward Hines Department of Veterans Affairs Hospital, Hines, Illinois (Jordan); Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut (Bell); Center for Psychiatric Rehabilitation, Boston University, Boston (McGurk, Mueser); Department of Psychiatry, University of Illinois-Chicago, Chicago (Burke-Miller, Razzano); State of Illinois Department of Human Services, Chicago (Oulvey); Thresholds, Chicago (Nelson, Brown, Prestipino, Pashka, Razzano)
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Cognitive Computation in Ideological and Political Classroom Teaching Based on Digital Sensor Technology. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:8723327. [PMID: 35898789 PMCID: PMC9313915 DOI: 10.1155/2022/8723327] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Revised: 06/26/2022] [Accepted: 06/30/2022] [Indexed: 01/06/2023]
Abstract
Numerous new ideas and concepts have changed the behavior and value orientation of university students as a result of the internet's rising popularity on college campuses. This study performs research on digital sensor technologies in order to enhance the intelligent effect of ideological and political classroom instruction. In addition, this study combines the fast Fourier transform principle to enhance digital sensor technology, digital sensor and cognitive computation technology to investigate the ideological and political classroom teaching process, and the actual situation of the ideological and political teaching to digitally process the ideological and political teaching process. In addition, this study employs sensor technology to convey data and digital sensor technology to increase the quality of ideological and political classroom instruction by enhancing the traditional teaching paradigm. In addition, on this premise, this study conducts a performance evaluation of the system, primarily focusing on the digital effect and the enhancement of ideological and political teaching quality. In conclusion, this study proves its teaching system through test research. According to the test results, the intelligent teaching method described in this study has a certain practical effect.
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Abstract
Whereas traditional teaching environments encourage lively and engaged interaction and reward extrovert qualities, introverts, and others with symptoms that make social engagement difficult, such as autism spectrum disorder (ASD), are often disadvantaged. This population is often more engaged in quieter, low-key learning environments and often does not speak up and answer questions in traditional lecture-style classes. These individuals are often passed over in school and later in their careers for not speaking up and are assumed to not be as competent as their gregarious and outgoing colleagues. With the rise of the metaverse and democratization of virtual reality (VR) technology, post-secondary education is especially poised to capitalize on the immersive learning environments social VR provides and prepare students for the future of work, where virtual collaboration will be key. This study seeks to reconsider the role of VR and the metaverse for introverts and those with ASD. The metaverse has the potential to continue the social and workplace changes already accelerated by the pandemic and open new avenues for communication and collaboration for a more inclusive audience and tomorrow.
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Zhang M, Ding H, Naumceska M, Zhang Y. Virtual Reality Technology as an Educational and Intervention Tool for Children with Autism Spectrum Disorder: Current Perspectives and Future Directions. Behav Sci (Basel) 2022; 12:138. [PMID: 35621435 PMCID: PMC9137951 DOI: 10.3390/bs12050138] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 04/30/2022] [Accepted: 05/07/2022] [Indexed: 02/01/2023] Open
Abstract
The worldwide rising trend of autism spectrum disorder (ASD) calls for innovative and efficacious techniques for assessment and treatment. Virtual reality (VR) technology gains theoretical support from rehabilitation and pedagogical theories and offers a variety of capabilities in educational and interventional contexts with affordable products. VR is attracting increasing attention in the medical and healthcare industry, as it provides fully interactive three-dimensional simulations of real-world settings and social situations, which are particularly suitable for cognitive and performance training, including social and interaction skills. This review article offers a summary of current perspectives and evidence-based VR applications for children with ASD, with a primary focus on social communication, including social functioning, emotion recognition, and speech and language. Technology- and design-related limitations, as well as disputes over the application of VR to autism research and therapy, are discussed, and future directions of this emerging field are highlighted with regards to application expansion and improvement, technology enhancement, linguistic diversity, and the development of theoretical models and brain-based research.
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Affiliation(s)
- Minyue Zhang
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai 200240, China;
| | - Hongwei Ding
- Speech-Language-Hearing Center, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai 200240, China;
| | - Meri Naumceska
- 70 Flowers Association for Early Intervention and Education of Children with Autism, 1000 Skopje, North Macedonia;
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, MN 55455, USA
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Adiani D, Itzkovitz A, Bian D, Katz H, Breen M, Hunt S, Swanson A, Vogus TJ, Wade J, Sarkar N. Career Interview Readiness in Virtual Reality (CIRVR): A Platform for Simulated Interview Training for Autistic Individuals and Their Employers. ACM TRANSACTIONS ON ACCESSIBLE COMPUTING 2022. [DOI: 10.1145/3505560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Employment outcomes for autistic
1
individuals are often poorer relative to their neurotypical (NT) peers, resulting in a greater need for other forms of financial and social support. While a great deal of work has focused on developing interventions for autistic children, relatively less attention has been paid to directly addressing the employment challenges faced by autistic adults. One key impediment to autistic individuals securing employment is the job interview. Autistic individuals often experience anxiety in interview situations, particularly with open-ended questions and unexpected interruptions. They also exhibit atypical gaze patterns that may be perceived as, but not necessarily indicative of, disinterest or inattention. In response, we developed a closed-loop adaptive virtual reality (VR)–based job interview training platform, which we have named Career Interview Readiness in VR (CIRVR). CIRVR is designed to provide an engaging, adaptive, and individualized experience to practice and refine interviewing skills in a less anxiety-inducing virtual context. CIRVR contains a real-time physiology-based stress detection module, as well as a real-time gaze detection module, to permit individualized adaptation. We also present the first prototype of the CIRVR Dashboard, which provides visualizations of data to help autistic individuals as well as potential employers and job coaches make sense of the data gathered from interview sessions. We conducted a feasibility study with 9 autistic and 8 NT individuals to assess the preliminary usability and feasibility of CIRVR. Results showed differences in perceived usability of the system between autistic and NT participants, and higher levels of stress in autistic individuals during interviews. Participants across both groups reported satisfaction with CIRVR and the structure of the interview. These findings and feedback will support future work in improving CIRVR’s features in hopes for it to be a valuable tool to support autistic job candidates as well as their potential employers.
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Affiliation(s)
- Deeksha Adiani
- Department of Electrical Engineering and Computer Science, Vanderbilt University, Nashville, TN, USA
| | - Aaron Itzkovitz
- Robotics and Autonomous Systems Lab, Vanderbilt University, Nashville, TN, USA
| | - Dayi Bian
- Department of Electrical Engineering and Computer Science, Vanderbilt University, Nashville, TN, USA
| | - Harrison Katz
- Robotics and Autonomous Systems Lab, Vanderbilt University, Nashville, TN, USA
| | - Michael Breen
- Robotics and Autonomous Systems Lab, Vanderbilt University, Nashville, TN, USA
| | - Spencer Hunt
- Robotics and Autonomous Systems Lab, Vanderbilt University, Nashville, TN, USA
| | - Amy Swanson
- Treatment and Research Institute for Autism Spectrum Disorders (TRIAD), Vanderbilt University Medical Center, Nashville, TN, USA
| | - Timothy J. Vogus
- Owen Graduate School of Management, Vanderbilt University, Nashville, TN, USA
| | - Joshua Wade
- Department of Mechanical Engineering, Vanderbilt University, Nashville, TN, USA
| | - Nilanjan Sarkar
- Department of Mechanical Engineering, Vanderbilt University, Nashville, TN, USA
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Newbutt N, Bradley R. Using immersive virtual reality with autistic pupils: moving towards greater inclusion and co-participation through ethical practices. JOURNAL OF ENABLING TECHNOLOGIES 2022. [DOI: 10.1108/jet-01-2022-0010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe potential of head mounted displays based virtual reality (HMD-based VR) for autistic groups has been well documented. However, the deployment and application of this technology, especially in schools, has been extremely limited. One of the main criticisms in this field has been the lack of involvement from practitioners in research on educational approaches for autistic populations and the gap between research and practice in real-life settings.Design/methodology/approachThis conceptual article focuses on our research in a UK-based special needs school that sought to examine the effects and potential use of VR-HMDs, while seeking to establish best practices for safe and ethical application using this technology. This draws upon ethical and participatory research guidance, including British Educational Research Association and Autism Participatory Research.FindingsThe authors make recommendations on planning and implementing a participatory, safe and ethical approach to researching the use of VR-HMDs in special needs schools and engaging with the priorities of autistic children and young people and their teachers.Originality/valueThis conceptual article provides an initial first consideration of ways we can better include autistic people and their views in research that is with and about them. The value in this will mean we are able to better support autistic groups moving ahead using VR HMD-based technologies. Without this paradigm shift and including autistic people (and their stakeholders) the field might continue to build initiatives around medical-based models of disabilities rather that what the community need/want.
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Baker-Ericzén MJ, ElShamy R, Kammes RR. Current Status of Evidence-Based Practices to Enhance Employment Outcomes for Transition Age Youth and Adults on the Autism Spectrum. Curr Psychiatry Rep 2022; 24:161-170. [PMID: 35192114 DOI: 10.1007/s11920-022-01327-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/01/2021] [Indexed: 11/25/2022]
Abstract
PURPOSE OF REVIEW This review provides a highlight of existing evidence-based practices and community support systems that exist to enhance employment outcomes for autistic transition-age youth (TAY) and adults. An update is provided on the current status of these programs and the impact they are having on employment outcomes for this population. RECENT FINDINGS Many programs exist that prove to be efficacious in improving employment outcomes. These programs can be categorized as vocational rehabilitation service system level interventions, provider and consumer level interventions targeting skills related to employment, and consumer level interventions delivered within community vocational rehabilitation or education settings. A more recent increase in programs is consistent with multiple research and policy calls for amplified programming in this area. Despite these recent increases, there is still a need to further develop effective programming to support employment outcomes as the growing autistic population age into adulthood. Community-based research and practice should continue to be developed and tested.
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Affiliation(s)
- Mary J Baker-Ericzén
- Department of Administration, Rehabilitation and Post-Secondary Education, San Diego State University, San Diego, CA, USA.
- Interwork Institute, 6367 Alvarado Court, Suite 350, San Diego, CA, 92120, USA.
- Child and Adolescent Services Research Center, San Diego, CA, USA.
- Intricate Mind Institute, San Diego, CA, USA.
| | | | - Rebecca R Kammes
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, USA
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Savickaite S, McNaughton K, Gaillard E, Amaya J, McDonnell N, Millington E, Simmons DR. Exploratory study on the use of HMD virtual reality to investigate individual differences in visual processing styles. JOURNAL OF ENABLING TECHNOLOGIES 2022. [DOI: 10.1108/jet-06-2021-0028] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
PurposeGlobal and local processing is part of human perceptual organisation, where global processing helps extract the “gist” of the visual information and local processing helps perceive the details. Individual differences in these two types of visual processing have been found in autism and ADHD (Attention-Deficit Hyperactivity Disorder). Virtual reality (VR) has become a more available method of research in the last few decades. No previous research has investigated perceptual differences using this technology.Design/methodology/approachThe objective of the research is to threefold: (1) identify if there is association between ADHD and autistic traits and the performance on the Rey-Osterrieth complex figure (ROCF) task, (2) investigate practical effects of using VR drawing tools for research on perceptual experiences and (3) explore any perceptual differences brought out by the three-dimensional nature of the VR. The standard ROCF test was used as a baseline task to investigate the practical utility of using VR as an experimental platform. A total of 94 participants were tested.FindingsAttention-to-detail, attention switching and imagination subscales of autism quotient (AQ) questionnaire were found to be predictors of organisational ROCF scores, whereas only the attention-to-detail subscale was predictive of perceptual ROCF scores.Originality/valueThe current study is an example of how classic psychological paradigms can be transferred into the virtual world. Further investigation of the distinct individual preferences in drawing tasks in VR could lead to a better understanding of individual differences in the processing of visuospatial information.
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Effects on Co-Presence of a Virtual Human: A Comparison of Display and Interaction Types. ELECTRONICS 2022. [DOI: 10.3390/electronics11030367] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Recently, artificial intelligence (AI)-enabled virtual humans have been widely used in various fields in our everyday lives, such as for museum exhibitions and as information guides. Given the continued technological innovations in extended reality (XR), immersive display devices and interaction methods are evolving to provide a feeling of togetherness with a virtual human, termed co-presence. With regard to such technical developments, one main concern is how to improve the experience through the sense of co-presence as felt by participants. However, virtual human systems still have limited guidelines on effective methods, and there is a lack of research on how to visualize and interact with virtual humans. In this paper, we report a novel method to support a strong sense of co-presence with a virtual human, and we investigated the effects on co-presence with a comparison of display and interaction types. We conducted the experiment according to a specified scenario between the participant and the virtual human, and our experimental study showed that subjects who participated in an immersive 3D display with non-verbal interaction felt the greatest co-presence. Our results are expected to provide guidelines on how to focus on constructing AI-based interactive virtual humans.
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Eun Lee C, Shogren KA, Segal J, Pezzimenti F, Aleman-Tovar J, Taylor JL. Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 26:178-187. [PMID: 34128405 PMCID: PMC8671567 DOI: 10.1177/13623613211024492] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
LAY ABSTRACT Among people with autism-all who have the same diagnosis-there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach-called "Goal Attainment Scaling-Community-based" or GAS-CB-to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics.
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Affiliation(s)
- Chung Eun Lee
- Vanderbilt University Medical Center, Nashville, USA
| | - Karrie A. Shogren
- Kansas University Center on Developmental Disabilities, University of Kansas, Lawrence, USA
| | - Jordan Segal
- Vanderbilt University Medical Center, Nashville, USA
| | | | | | - Julie Lounds Taylor
- Vanderbilt University Medical Center, Nashville, USA,Vanderbilt Kennedy Center, Nashville, USA
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Bross LA, Travers JC, Huffman JM, Davis JL, Mason RA. A Meta-Analysis of Video Modeling Interventions to Enhance Job Skills of Autistic Adolescents and Adults. AUTISM IN ADULTHOOD 2021; 3:356-369. [PMID: 36601641 PMCID: PMC8992915 DOI: 10.1089/aut.2020.0038] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Background Autistic transition-aged youth and young adults face many societal barriers to competitive integrated employment (CIE). Existing evidence-based practices (EBPs) for autistic individuals, such as video modeling (VM), may be a viable on-the-job training method to enhance employment experiences and outcomes for this population. Methods The purpose of this meta-analysis was to synthesize VM studies to teach job skills for autistic individuals. We applied the Council for Exceptional Children's (CEC) Standards for Evidence-Based Practices in Special Education to evaluate the methodological rigor of included studies using a weighted coding scheme. We further evaluated methodologically sound studies by calculating an omnibus Tau-U effect size. Results Twenty articles met our inclusion criteria, and 11 of those studies were classified as methodologically sound according to the CEC's criteria. Results indicate that VM is an EBP to improve job skills of autistic individuals. The overall effect size for methodologically sound studies was strong (0.91), but most studies occurred in contrived or school-based employment settings rather than CIE settings in the local labor market. Conclusions Employers, transition professionals, and related service providers can consider VM a viable method to teach job skills to autistic employees. However, additional research conducted in CIE settings is needed to better understand the effects of VM in contexts where autistic employees earn regular wages. Lay summary Why was this study done?: Autistic adolescents and adults often experience barriers obtaining employment in their local communities. They may also benefit from on-the-job supports for successful employment. Video modeling is one intervention technique that has been used to teach a variety of skills to autistic individuals. Video modeling involves creating short video clips that show the person how to do specific skills or tasks. We wanted to learn about how video modeling has been used to teach job skills to autistic employees.What was the purpose of this study?: The purpose of this study was to evaluate the quality of research studies that used video modeling to teach job skills to autistic employees. Understanding how video modeling interventions can be used in employment settings may help autistic employees have more positive work experiences.What did the researchers do?: The researchers analyzed the video modeling research studies with autistic participants aged 14 years or older. We evaluated the quality of each study, type of employment setting, type of job skill, and how much the job skills improved. We used a criteria established by a professional organization, the Council for Exceptional Children, to evaluate the quality of the research studies.What were the results of the study?: We analyzed 20 research studies and found that video modeling was an overall effective intervention to teach job skills to autistic adolescents and adults. However, most of the studies focused on general job tasks rather than employment-related social skills. In addition, most of the studies were conducted in employment settings where the autistic employees did not earn regular wages, such as school settings or internships. We encourage future researchers to study how video modeling can be used to promote competitive integrated employment in community settings.What do these findings add to what was already known?: Prior research studies have used video modeling to teach skills such as academic, play, and social skills to autistic children and youth. This study showed us that video modeling is an effective intervention to teach job skills to autistic adolescents and adults.What are the potential weaknesses of the study?: There are disagreements about how to evaluate the quality of research studies in the field of special education. We used a popular criterion by the Council for Exceptional Children organization, but our results may be different from other researchers. We also did not find a large number of studies, so some of our findings should be considered with caution.How will these findings help autistic adults now or in the future?: These findings demonstrate that video modeling is an effective on-the-job training method for autistic employees. Autistic adults can use video modeling at work to learn new job skills. Employers, job coaches, and secondary transition professionals could use brief videos to support autistic employees.
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Affiliation(s)
- Leslie Ann Bross
- Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina, USA
| | - Jason C. Travers
- Department of Teaching and Learning, Temple University, Philadelphia, Pennsylvania, USA
| | - Jonathan M. Huffman
- Juniper Gardens Children's Project, University of Kansas, Kansas City, Kansas, USA
| | - John L. Davis
- Department of Educational Psychology, University of Utah, Salt Lake City, Utah, USA
| | - Rose A. Mason
- Department of Educational Studies, Purdue University, West Lafayette, Indiana, USA
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Willis C, Powell-Rudy T, Colley K, Prasad J. Examining the Use of Game-Based Assessments for Hiring Autistic Job Seekers. J Intell 2021; 9:jintelligence9040053. [PMID: 34842751 PMCID: PMC8628896 DOI: 10.3390/jintelligence9040053] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 10/22/2021] [Accepted: 10/26/2021] [Indexed: 11/16/2022] Open
Abstract
Although people with autism are protected under the Americans with Disabilities Act of 1990, there is little theoretical or practical effort to determine whether traditional pre-employment assessments unfairly impact autistic job seekers. Due to the lack of emphasis on social communication, game-based assessments (GBAs) may offer a way of assessing candidate ability without disadvantaging autistic candidates. A total of 263 autistic job seekers took one of two game-based assessment packages designed to measure cognitive ability. After comparing their results to 323 college-graduate job seekers in the general population, we found that performance on the GBAs was generally similar in both populations, although some small differences were detected. Implications for hiring decisions are discussed.
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Affiliation(s)
- Colin Willis
- HireVue, Inc., South Jordan, UT 84095, USA
- Correspondence:
| | | | - Kelsie Colley
- Department of Psychology, Colorado State University, Fort Collins, CO 80523, USA; (K.C.); (J.P.)
| | - Joshua Prasad
- Department of Psychology, Colorado State University, Fort Collins, CO 80523, USA; (K.C.); (J.P.)
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Smith MJ, Sherwood K, Blajeski S, Ross B, Smith JD, Jordan N, DaWalt L, Bishop L, Atkins MS. Job Interview and Vocational Outcomes Among Transition-Age Youth Receiving Special Education Pre-Employment Transition Services. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2021; 59:405-421. [PMID: 34551103 PMCID: PMC10732084 DOI: 10.1352/1934-9556-59.5.405] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Accepted: 09/16/2020] [Indexed: 06/13/2023]
Abstract
Vocational outcomes among transition-age youth receiving special education services are critically poor and have only incrementally improved since the implementation of the Workforce Innovation Opportunity Act. Few studies highlight whether interviewing may be critical to obtaining vocational outcomes such as competitive employment or internships. This study evaluated vocational interviewing and outcomes among 656 transition-age youth receiving special education pre-employment transition services from 47 schools. Results suggest 20.8% of these youth were currently employed, and 88.8% of these employed youth interviewed prior to obtaining their job, which is higher than anecdotal evidence suggests and speaks to the importance of job interview skills as an intervention target for special education pre-employment transition services. We discuss the implications and directions for further study.
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Affiliation(s)
- Matthew J. Smith
- School of Social Work, University of Michigan, Ann Arbor, Michigan, 48109, USA
| | - Kari Sherwood
- School of Social Work, University of Michigan, Ann Arbor, Michigan, 48109, USA
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, 48109, USA
| | - Shannon Blajeski
- School of Social Work, University of Michigan, Ann Arbor, Michigan, 48109, USA
| | - Brittany Ross
- School of Social Work, University of Michigan, Ann Arbor, Michigan, 48109, USA
| | - Justin D. Smith
- University of Utah Eccles School of Medicine Department of Population Health Sciences
| | - Neil Jordan
- Department of Preventive Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois, 60611, USA
- Department of Psychiatry and Behavioral Sciences, Northwestern University Feinberg School of Medicine, Chicago, 60611, Illinois, USA
- Center of Innovation for Complex Chronic Healthcare, Hines VA Hospital, Hines, Illinois, 60141, USA
| | - Leann DaWalt
- Waisman Center, University of Wisconsin, Madison, Wisconsin, 53705, USA
| | - Lauren Bishop
- Waisman Center, University of Wisconsin, Madison, Wisconsin, 53705, USA
- School of Social Work, University of Wisconsin, Madison, Wisconsin, 53706, USA
| | - Marc S. Atkins
- Institute for Juvenile Research, Department of Psychiatry, University of Illinois, Chicago, Illinois, 60608, USA
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Fong CJ, Taylor J, Berdyyeva A, McClelland AM, Murphy KM, Westbrook JD. Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update. CAMPBELL SYSTEMATIC REVIEWS 2021; 17:e1185. [PMID: 37052419 PMCID: PMC8354554 DOI: 10.1002/cl2.1185] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
BACKGROUND The incidence of autism spectrum disorders (ASD) is on the rise. Currently, 1 in 59 children are identified with ASD in the United States. ASD refers to a range of neurological disorders that involve some degree of difficulty with communication and interpersonal relationships. The range of the spectrum for autism disorders is wide with those at the higher functioning end often able to lead relatively independent lives and complete academic programs even while demonstrating social awkwardness. Those at the lower functioning end of the autism spectrum often demonstrate physical limitations, may lack speech, and have the inability to relate socially with others. As persons with ASD age, options such as employment become increasingly important as a consideration for long-term personal planning and quality of life. While many challenges exist for persons with ASD in obtaining and maintaining employment, some research shows that, with effective behavioral and social interventions, employment can occur. About 37% of individuals with ASD report having been employed for 12 months or more, 4 years after exiting high school. However, several studies show that individuals with ASD are more likely to lose their employment for behavioral and social interaction problems rather than their inability to perform assigned work tasks. Although Westbrook et al. (2012a, 2013, 2015) have reviewed the literature on interventions targeting employment for individuals with ASD, this review is outdated and does not account for recent developments in the field. OBJECTIVES The objective of this review is to determine the effectiveness of employment interventions in securing and maintaining employment for adults and transition-age youth with ASD, updating two reviews by Westbrook et al. (2012a, 2013). SEARCH METHODS The comprehensive search strategy used to identify relevant studies included a review of 28 relevant electronic databases. Search terminology for each of the electronic databases was developed from available database thesauri. Appropriate synonyms were used to maximize the database search output. Several international databases were included among the 28 databases searched. In addition, the authors identified and reviewed gray literature through analysis of reference lists of relevant studies. Unpublished dissertations and theses were also identified through database searches. The programs of conferences held by associations and organizations relevant to ASD and employment were also searched. In sum, the search strategy replicated and expanded the prior search methods used by Westbrook et al. (2012a, 2013). SELECTION CRITERIA Selection criteria consisted of an intervention evaluation using a randomized controlled trial or quasi-experimental design, an employment outcome, and a population of individuals with ASD. DATA COLLECTION AND ANALYSIS We updated the search from Westbrook et al., replicating and broadening the information retrieval processes. Our wide array of sources included electronic databases, gray literature, and conference and organization websites. Once all potentially relevant studies were located, pairs of coders evaluated the relevance of each title and abstract. Among the studies deemed potentially relevant, 278 were subjected to full-text retrieval and screening by pairs of coders. Because many intervention studies did not include employment outcomes, only three studies met our inclusion criteria. Given the small number of included studies, meta-analytic procedures were not used; rather, we opted to use more narrative and descriptive analysis to summarize the available evidence, including an assessment of risk of bias. RESULTS The systematic review update identified three studies that evaluated employment outcomes for interventions for individuals with ASD. All three studies identified in the review suggest that vocation-focused programs may have positive impacts on the employment outcomes for individuals with ASD. Wehman et al. indicated that participants in Project SEARCH had higher employment rates than control participants at both 9-month and 1-year follow-up time points. Adding autism spectrum disorder supports, Project SEARCH in Wehman et al.'s study also demonstrated higher employment rates for treatment participants than control participants at postgraduation, 3-month follow-up, and 12-month follow-up. Smith et al. found that virtual reality job interview training was able to increase the number of job offers treatment participants received compared to control participants. AUTHORS' CONCLUSIONS Given that prior reviews did not identify interventions with actual employment outcomes, the more recent emergence of evaluations of such programs is encouraging. This suggests that there is a growing body of evidence regarding interventions to enhance the employment outcomes for individuals with ASD but also greater need to conduct rigorous trials of vocation-based interventions for individuals with ASD that measure employment outcomes.
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Psychosocial Interventions for Employment of Individuals with Autism Spectrum Disorder: a Systematic Review and Meta-analysis of Randomized Clinical Trials. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00285-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Smith MJ, Sherwood K, Ross B, Smith JD, DaWalt L, Bishop L, Humm L, Elkins J, Steacy C. Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 25:1536-1552. [PMID: 33567883 PMCID: PMC8324503 DOI: 10.1177/1362361321989928] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
LAY ABSTRACT Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth.
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Michalski SC, Ellison C, Szpak A, Loetscher T. Vocational Training in Virtual Environments for People With Neurodevelopmental Disorders: A Systematic Review. Front Psychol 2021; 12:627301. [PMID: 34305704 PMCID: PMC8292897 DOI: 10.3389/fpsyg.2021.627301] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 06/08/2021] [Indexed: 11/16/2022] Open
Abstract
People with neurodevelopmental disorders are often considered unsuitable or incapable of working in open employment. When employment is available, tasks are often limited, and opportunities for career development are restricted. Policy and funding constraints leave people with disabilities without an opportunity to develop skills due to the additional time and costs for employers. To overcome these barriers, virtual environments have been proposed as a safe and reliable solution for training. An important prerequisite for a wider uptake of training in virtual environments are demonstrations that the training leads to improved performance in the real world. This is particularly true for people with neurodevelopmental disorders, as transferring learnings from one context to another can be challenging. A systematic review was conducted to assess whether training in virtual environments can be used to improve real-world vocational skills in people with neurodevelopmental disorders. After a systematic search in six databases, eight out of the initially identified 1,806 articles met the inclusion criteria. The findings from these eight studies demonstrate that people with neurodevelopmental disorders can transfer vocational skills from virtual environments to real-world settings. With substantial technological improvements, a surge in accessibility, and improved affordability, there is a need to build upon the promising results identified in this review.
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Affiliation(s)
- Stefan C Michalski
- UniSA Justice & Society, University of South Australia, Adelaide, SA, Australia
| | - Caroline Ellison
- UniSA Justice & Society, University of South Australia, Adelaide, SA, Australia
| | - Ancret Szpak
- UniSA Justice & Society, University of South Australia, Adelaide, SA, Australia
| | - Tobias Loetscher
- UniSA Justice & Society, University of South Australia, Adelaide, SA, Australia
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Karami B, Koushki R, Arabgol F, Rahmani M, Vahabie AH. Effectiveness of Virtual/Augmented Reality-Based Therapeutic Interventions on Individuals With Autism Spectrum Disorder: A Comprehensive Meta-Analysis. Front Psychiatry 2021; 12:665326. [PMID: 34248702 PMCID: PMC8260941 DOI: 10.3389/fpsyt.2021.665326] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Accepted: 05/12/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, the application of virtual reality (VR) for therapeutic purposes has escalated dramatically. Favorable properties of VR for engaging patients with autism, in particular, have motivated an enormous body of investigations targeting autism-related disabilities with this technology. This study aims to provide a comprehensive meta-analysis for evaluating the effectiveness of VR on the rehabilitation and training of individuals diagnosed with an autism spectrum disorder. Accordingly, we conducted a systematic search of related databases and, after screening for inclusion criteria, reviewed 33 studies for more detailed analysis. Results revealed that individuals undergoing VR training have remarkable improvements with a relatively large effect size with Hedges g of 0.74. Furthermore, the results of the analysis of different skills indicated diverse effectiveness. The strongest effect was observed for daily living skills (g = 1.15). This effect was moderate for other skills: g = 0.45 for cognitive skills, g = 0.46 for emotion regulation and recognition skills, and g = 0.69 for social and communication skills. Moreover, five studies that had used augmented reality also showed promising efficacy (g = 0.92) that calls for more research on this tool. In conclusion, the application of VR-based settings in clinical practice is highly encouraged, although their standardization and customization need more research.
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Affiliation(s)
- Behnam Karami
- School of Cognitive Sciences, Institute for Research in Fundamental Sciences (IPM), Tehran, Iran
- Cognitive Neuroscience Laboratory, German Primate Center, Goettingen, Germany
- School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Roxana Koushki
- School of Cognitive Sciences, Institute for Research in Fundamental Sciences (IPM), Tehran, Iran
- School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Fariba Arabgol
- School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- Behavioral Science Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Maryam Rahmani
- School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Abdol-Hossein Vahabie
- Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
- Control and Intelligent Processing Center of Excellence (CIPCE), Cognitive Systems Laboratory, School of Electrical and Computer Engineering, College of Engineering, University of Tehran, Tehran, Iran
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Xu J, Li T. The application of artificial intelligence and virtual reality in the auxiliary teaching of American science fiction literature. JOURNAL OF INTELLIGENT & FUZZY SYSTEMS 2021. [DOI: 10.3233/jifs-219146] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In order to improve the teaching effect of American science fiction literature, based on artificial intelligence virtual reality technology, this paper constructs an auxiliary teaching system of intelligent American science fiction literature. Moreover, this paper analyzes the time complexity and space complexity of constructing point cloud spatial topological relations and finding the nearest k neighboring points. Simultaneously, this paper uses CUDA to find k nearest neighbors on the GPU, analyzes the point cloud denoising technology, uses the KD-tree to construct the point cloud topology in the DBSCAN-based denoising method, searches for the k nearest neighbors to complete the mark of the core point and the boundary point. In addition, this paper combines artificial intelligence virtual technology and intelligent algorithms to construct the framework of the auxiliary teaching system of American science fiction literature, and analyze its functional modules. Finally, this paper designs experiments to verify the performance of the model. The research results show that the system constructed in this paper can meet the needs of auxiliary teaching of American science fiction literature.
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Affiliation(s)
- Jin Xu
- Tianjin University, Tianjin, China
| | - Tong Li
- Tianjin University, Tianjin, China
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Kaplan AD, Cruit J, Endsley M, Beers SM, Sawyer BD, Hancock PA. The Effects of Virtual Reality, Augmented Reality, and Mixed Reality as Training Enhancement Methods: A Meta-Analysis. HUMAN FACTORS 2021; 63:706-726. [PMID: 32091937 DOI: 10.1177/0018720820904229] [Citation(s) in RCA: 57] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
OBJECTIVE The objective of this meta-analysis is to explore the presently available, empirical findings on transfer of training from virtual (VR), augmented (AR), and mixed reality (MR) and determine whether such extended reality (XR)-based training is as effective as traditional training methods. BACKGROUND MR, VR, and AR have already been used as training tools in a variety of domains. However, the question of whether or not these manipulations are effective for training has not been quantitatively and conclusively answered. Evidence shows that, while extended realities can often be time-saving and cost-saving training mechanisms, their efficacy as training tools has been debated. METHOD The current body of literature was examined and all qualifying articles pertaining to transfer of training from MR, VR, and AR were included in the meta-analysis. Effect sizes were calculated to determine the effects that XR-based factors, trainee-based factors, and task-based factors had on performance measures after XR-based training. RESULTS Results showed that training in XR does not express a different outcome than training in a nonsimulated, control environment. It is equally effective at enhancing performance. CONCLUSION Across numerous studies in multiple fields, extended realities are as effective of a training mechanism as the commonly accepted methods. The value of XR then lies in providing training in circumstances, which exclude traditional methods, such as situations when danger or cost may make traditional training impossible.
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Affiliation(s)
| | | | | | | | - Ben D Sawyer
- 6243 University of Central Florida, Orlando, USA
| | - P A Hancock
- 6243 University of Central Florida, Orlando, USA
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Romualdez AM, Heasman B, Walker Z, Davies J, Remington A. “People Might Understand Me Better”: Diagnostic Disclosure Experiences of Autistic Individuals in the Workplace. AUTISM IN ADULTHOOD 2021. [DOI: 10.1089/aut.2020.0063] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Anna Melissa Romualdez
- Centre for Research in Autism and Education, UCL Institute of Education, University College London, London, United Kingdom
| | - Brett Heasman
- Centre for Research in Autism and Education, UCL Institute of Education, University College London, London, United Kingdom
| | - Zachary Walker
- Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United Kingdom
| | - Jade Davies
- Centre for Research in Autism and Education, UCL Institute of Education, University College London, London, United Kingdom
| | - Anna Remington
- Centre for Research in Autism and Education, UCL Institute of Education, University College London, London, United Kingdom
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