Bross Leslie Ann, Travers Jason C, Huffman Jonathan M, Davis John L, Mason Rose A
Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, North Carolina, USA.
Department of Teaching and Learning, Temple University, Philadelphia, Pennsylvania, USA.
Autism Adulthood. 2021 Dec 1;3(4):356-369. doi: 10.1089/aut.2020.0038. Epub 2021 Dec 7.
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.
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) 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.
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.
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.
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. 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. 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. 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. 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. 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. 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.
患有自闭症的青少年和年轻人在获得竞争性综合就业（CIE）方面面临许多社会障碍。现有的针对自闭症患者的循证实践（EBP），如视频示范（VM），可能是一种可行的在职培训方法，可改善该人群的就业体验和成果。
本荟萃分析的目的是综合视频示范研究，以教授自闭症患者工作技能。我们应用了特殊儿童理事会（CEC）的方法，使用加权编码方案评估纳入研究的方法严谨性。我们通过计算综合Tau-U效应量进一步评估方法合理的研究。
20篇文章符合我们的纳入标准，其中11项研究根据CEC的标准被归类为方法合理。结果表明，视频示范是一种改善自闭症患者工作技能的循证实践。方法合理的研究的总体效应量很强（0.91），但大多数研究发生在人为设定或基于学校的就业环境中，而非当地劳动力市场的竞争性综合就业环境。
雇主、过渡专家和相关服务提供者可以将视频示范视为向自闭症员工传授工作技能的可行方法。然而，需要在竞争性综合就业环境中进行更多研究，以更好地了解视频示范在自闭症员工获得正常工资的环境中的效果。
患有自闭症的青少年和成年人在当地社区就业时经常遇到障碍。他们也可能从在职支持中受益，以实现成功就业。视频示范是一种干预技术，已被用于向自闭症患者传授各种技能。视频示范包括创建短视频片段，向人们展示如何做特定的技能或任务。我们想了解视频示范是如何被用于向自闭症员工传授工作技能的。本研究的目的是评估使用视频示范向自闭症员工传授工作技能的研究的质量。了解视频示范干预如何在就业环境中使用，可能有助于自闭症员工获得更积极的工作体验。研究人员分析了针对14岁及以上自闭症参与者的视频示范研究。我们评估了每项研究的质量、就业环境类型、工作技能类型以及工作技能提高的程度。我们使用了专业组织特殊儿童理事会制定的标准来评估研究的质量。我们分析了20项研究，发现视频示范是向自闭症青少年和成年人传授工作技能的一种总体有效的干预措施。然而，大多数研究关注的是一般工作任务，而非与就业相关的社交技能。此外，大多数研究是在自闭症员工没有获得正常工资的就业环境中进行的，如学校环境或实习。我们鼓励未来的研究人员研究视频示范如何用于促进社区环境中的竞争性综合就业。先前的研究使用视频示范向自闭症儿童和青少年传授学术、游戏和社交技能等技能。这项研究向我们表明，视频示范是向自闭症青少年和成年人传授工作技能的有效干预措施。在特殊教育领域，关于如何评估研究的质量存在分歧。我们使用了特殊儿童理事会组织的一个常用标准，但我们的结果可能与其他研究人员不同。我们也没有找到大量的研究，因此我们的一些发现应谨慎考虑。这些发现表明，视频示范是自闭症员工一种有效的在职培训方法。自闭症成年人可以在工作中使用视频示范来学习新的工作技能。雇主、职业教练和中等教育过渡专家可以使用简短的视频来支持自闭症员工。
