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

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

Forfattere
Chen, B. B. Yakubova, G.
Årstall
2021
Tidsskrift
Review Journal of Autism and Developmental Disorders
Volum
Sider
16
Even compared with students with other disabilities, students with autism spectrum disorder (ASD) often experience poor postsecondary employment outcomes. Video-based intervention (VBI) has been effective in teaching a variety of skills to students with ASD, but there has yet to be a quantitative synthesis evaluating its effectiveness to teach vocational skills specifically. Therefore, the aim of this synthesis was to empirically evaluate the effectiveness of VBI to teach vocational skills to transition-age youth with ASD. This review analyzed 22 studies using design standards, quality indicators, visual analysis, success estimates, and Tau-U effect sizes. The findings indicate that VBI is effective in teaching employable skills to this population, but further diversification of skills, student demographics, and authentic implementation contexts is needed.

Oversett med Google Translate
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Tiltaksnivå

Behandling og hjelpetiltak

Tema

Psykiske vansker og lidelser

Autismespekter

Utvikling og livsmestring

Sosiale ferdigheter (inkl. vennerelasjoner)

Tiltak

Psykososiale hjelpetiltak

Habilitering/rehabilitering (inkl. fysioterapi)

Aldersgruppe

Ungdom (13-18 år)

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