A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

Autor/inn/en	Kim, So Yoon; Crowley, Shannon; Lee, Youngsun
Titel	A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism
Quelle	In: Career Development and Transition for Exceptional Individuals, 45 (2022) 1, S.44-56 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crowley, Shannon) ORCID (Lee, Youngsun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434211041608
Schlagwörter	Technology Uses in Education; Educational Technology; Vocational Education; Secondary School Students; High School Students; Students with Disabilities; Autism; Pervasive Developmental Disorders; Intervention; Job Skills; Transfer of Training; Employment Interviews; Job Applicants; Career Development + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Ausbildung; Berufsbildung; Sekundarschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Autismus; Produktive Fertigkeit; Training; Transfer; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Bewerber; Berufsentwicklung
Abstract	This scoping review synthesized existing literature to address what is known about technology-based employment interventions for individuals with autism and how these interventions were conducted. A systematic multi-database search yielded 48 studies (362 participants; mean age = 20.5 years; 85.3% male) that met the inclusion criteria. Phones/tablets were used most frequently; 33 studies used technological devices for video modeling and/or prompting independently or alongside cueing or feedback. Most interventions were effective in improving job-specific, transferable, and interview skills of individuals with autism. Future studies are needed to examine whether these interventions lead to generalized outcomes and employment opportunities. We also offer recommendations for practice focused on teaching transition-age students digital literacy skills and transferable skills for a wide range of job options. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01