Modifying (Phase I) and Evaluating (Phase II) Virtual Reality Job Interview Training for Youth in Transition

The unemployment rate is quite high among adults with an autism spectrum disorder (ASD). Inadequate transition planning during high school and gaps between vocational needs and availability of evidence-based services help explain the struggles of transition-age youth at obtaining employment. There is a paucity of research on developing and evaluating services to support the transition to the work force after graduating from high school. The lack of available resources to support transition-age youth with an ASD speaks to the need to develop interventions that ameliorate obstacles to employment and help support the transition to the work force. Due to the social deficits characterizing ASD innovative interventions could target preparing job interview skills for students facing the transition to employment as the job interview is a critical gateway to securing a job offer. Thus, the overarching goal of this study is to modify an existing virtual reality job interview skills training program for use in high school students with ASD and to test the feasibility and effectiveness of conducting this intervention in a high school setting via a small controlled trial. Thus, study's first aim is to modify the existing 'Virtual Reality Job Interview Training' program to meet the specific needs of high school seniors with ASD. This will accomplish this by conducting in depth interviews with high school students with ASD and their vocational counselors to solicit feedback to modify the current training's learning goals, content, usability, and simulated interview scripts to meet the specific needs of transition age youth. An expert panel will determine the final modifications to the training program based on the results of the qualitative data analysis and their own views of the program. Second aim of the study is to conduct a pilot trial to evaluate the feasibility, acceptability, portability, fidelity and preliminary effectiveness of the modified intervention in a randomized controlled trial. This study will also explore potential mechanisms for effectiveness and collect pilot implementation data.


Eligibility Criteria:
Inclusion Criteria:

1. 16-26 years old and enrolled in high school or post-high school transition programming;
2. Educational Diagnosis of autism spectrum disorder using the Social Responsivity Scale 2nd Edition28, or a diagnosis of cognitive impairment, emotional disability, educational impairment or other health impairment according to the students Individualized Education Plan (IEP). They may have diagnosis of autism spectrum disorder as indicated in their IEP/school plan, or as indicated by a parent;
3. Fluency in English with at least a 3rd grade reading level (confirmed with the Wide Range Achievement Test);
4. Currently receiving transitional services as specified in IEP or other;
5. Willing to be video-recorded; and
6. Willing and able to provide informed consent.

Exclusion Criteria:

1. Has an uncorrected hearing or visual problem that prevents him or her from using the training.
2. Has a medical illness that compromises their cognition (for example, moderate to severe traumatic brain injury)

Inclusion and exclusion criteria is subject to PI discretion. Some students may still be enrolled after discussion with the teacher if it is determined that they still might be able to participate despite matching exclusion criteria, or not meeting all of the inclusion criteria. These cases will be documented and reported to IRB.