Efficacy of Work-Related Training for Individuals with Autism Spectrum Disorder

Research suggests that traditional models of work-related training, in addition to a lack of on-the-job support, may exacerbate difficulties experienced by individuals with autism spectrum disorder with obtaining and maintaining employment The poor employment outcomes experienced by individuals with ASD are well-documented throughout literature and have resulted in the need to examine more effective ways of providing support and work-related interventions. Although research has investigated the efficacy of work-related training on successful employment outcomes when used with individuals with ASD, a systematic review summarizing this evidence has yet to be published. Therefore, this review examines and interprets current research evidence on the efficacy of work-related training for individuals

The potential of virtual reality technologies to support people with an autism condition: A case study of acceptance, presence and negative effects

There has been much potential and discussion about the application of virtual reality technologies (VRTs) using head-mounted displays (HMDs) for users with autism However, very few, if any studies, have yet to explore and investigate the acceptance, presence and ecological validity of these platforms. On the other hand, literature is well developed in areas such as virtual environments [18], virtual worlds [9], [19] and virtual reality [20], but few have considered the resurgence in head-mounted displays for autistic users. Many of the affordances associated with VEs and VWs may be applied HMDs and VRTs and so are also seen a potential opportunity for people with autism to tackle challenges faced on a daily basis. We present findings from a study conducted in the United States that worked with a HMD (Oculus Rift) and 29 participants with an autism condition. We ran the experiment in two phases. Phase I considered acceptance of this wearable technology; looking at issues of sensitivity. Phase II consider sense of presence, immersion, ecological validity and negative effects [16]. Concluding with pre- and post- anxiety measurements [17]. The paper will discuss the quantitative findings of the study

Einsatz von intelligenten virtuellen Avataren in der Therapie mit Menschen mit Autismus-Spektrum-Störungen : Eine innovative Technologie als potentielles ergotherapeutisches Therapiemittel zur Förderung von berufsrelevanten sozialen Interaktionsfertigkeiten

Darstellung des Themas: Jugendliche mit Autismus-Spektrum-Störungen (ASS) zeigen aufgrund ihrer Diagnose Einschränkungen im Bereich der sozialen Interaktionsfertigkeiten, welche besonders während dem Eintritt ins Erwachsenen- und somit Berufsleben zur Hürde werden. In der Ergotherapie fehlen entsprechende Ansätze, um Betroffene beim beruflichen Prozess zu unterstützen. Ziel: Das Ziel dieser Bachelorarbeit ist es, herauszufinden, welches Potential die junge Technologie Virtuelle Realität (VR) in Form von Avataren in der Ergotherapie bietet, um berufsrelevante soziale Interaktionsfertigkeiten von Menschen mit ASS zu fördern. Methode: Anhand einer systematischen Literaturrecherche wurden sechs Hauptstudien identifiziert, kritisch gewürdigt und für die Beantwortung der Fragestellung analysiert. Um die Relevanz der Thematik für die Ergotherapie zu evaluieren, wurde das OTPF (AOTA, 2014) in dieser themengeleiteten Arbeit eingebettet. Relevante Ergebnisse: Die Ergebnisse bestätigen das Potential der VR für die ergotherapeutische Intervention mit Menschen mit ASS. Die von den Avataren adressierten Fertigkeiten decken sich mit den erforderten sozialen Fertigkeiten aus der Arbeitswelt. Jedoch sollten bei der Implementierung in der Praxis zwingend ethische Grundsätze beachtet werden. Schlussfolgerung: Obwohl berufliche Ressourcen und Defizite von Menschen mit ASS individuell sind, gilt VR als vielversprechende Therapiemethode, da sie beliebig anpassbar und ansprechend für Betroffene ist

Use of Video Technology to Support Soft Skills Acquisition for Enhancing Employment Opportunities for Individuals with Autism, Intellectual and Developmental Disabilities

Preparing individuals with Autism and Intellectual Disabilities for work is an accountability issue established through Indicators 13 and 14 of the State\u27s Performance Plan in the Individuals with Disabilities Education Act (2004) (IDEA, 2004). Unfortunately, transitioning into jobs for individuals with Autism (ASD) or intellectual and developmental disabilities (IDD) has not been very successful to date because of the need for growth in their soft skills acquisition and use. The purpose of this systematic literature review was to establish the types of video technology (VT) used in teaching soft skills that may enhance employment opportunities for individuals with ASD and IDD. Also, to determine what soft skills researchers have targeted using the available VT interventions. This review established that the use of VT is ubiquitous. Soft skills are also commonly targeted using VT. Overall, VT\u27s use to teach soft skills for employment is promising, as reported in this study

Making It Work: Individuals with Autism Spectrum Disorder and Adaptations for Successful Employment

Objectives of Presentation: 1. Discuss barriers to achieving successful postsecondary employment outcomes for individuals with Autism Spectrum Disorder. 2. Identify and describe evidence for adaptations that support individuals in post-secondary employment. 3. Interpret the clinical implications of the presented findings for occupational therapists, clinicians, educators, and researchers. PICO: For individuals with Autism Spectrum Disorder (ASD), what adaptations effectively support postsecondary employment and/or job specific skills? Methods: • Developed a PICO question, identified databases, search terms, and inclusion and exclusion criteria • Systematically searched databases using Scopus, ERIC (Ovid), & CINAHL and screened articles by title, abstract and full-text •23 final articles were critiqued for appraisal using the Law and MacDermid Evaluation of an Intervention Study Form and Guidelines (2014), a single-subject study rating system adapted from the work of Horner et al. (2005), the Letts et al. Qualitative Review Form (2014), and the PEDro Scale (Maher, Sherrington, Herbert, Moseley, & Elkins, 2003). Presentation: 50 minute

Attention-Based Applications in Extended Reality to Support Autistic Users: A Systematic Review

With the rising prevalence of autism diagnoses, it is essential for research to understand how to leverage technology to support the diverse nature of autistic traits. While traditional interventions focused on technology for medical cure and rehabilitation, recent research aims to understand how technology can accommodate each unique situation in an efficient and engaging way. Extended reality (XR) technology has been shown to be effective in improving attention in autistic users given that it is more engaging and motivating than other traditional mediums. Here, we conducted a systematic review of 59 research articles that explored the role of attention in XR interventions for autistic users. We systematically analyzed demographics, study design and findings, including autism screening and attention measurement methods. Furthermore, given methodological inconsistencies in the literature, we systematically synthesize methods and protocols including screening tools, physiological and behavioral cues of autism and XR tasks. While there is substantial evidence for the effectiveness of using XR in attention-based interventions for autism to support autistic traits, we have identified three principal research gaps that provide promising research directions to examine how autistic populations interact with XR. First, our findings highlight the disproportionate geographic locations of autism studies and underrepresentation of autistic adults, evidence of gender disparity, and presence of individuals diagnosed with co-occurring conditions across studies. Second, many studies used an assortment of standardized and novel tasks and self-report assessments with limited tested reliability. Lastly, the research lacks evidence of performance maintenance and transferability.Comment: [Accepted version] K. Wang, S. J. Julier and Y. Cho, "Attention-Based Applications in Extended Reality to Support Autistic Users: A Systematic Review," in IEEE Access, vol. 10, pp. 15574-15593, 2022, doi: 10.1109/ACCESS.2022.314772

Factors impacting employment for people with autism spectrum disorder: A scoping review

The aim of this study is to holistically synthesise the extent and range of literature relating to the employment of individuals with autism spectrum disorder. Database searches of Medline, CINAHL, PsychINFO, Scopus, ERIC, Web of Science and EMBASE were conducted. Studies describing adults with autism spectrum disorder employed in competitive, supported or sheltered employment were included. Content analysis was used to identify the strengths and abilities in the workplace of employees with autism spectrum disorder. Finally, meaningful concepts relating to employment interventions were extracted and linked to the International Classification of Functioning, Disability and Health Core Sets for autism spectrum disorder. The search identified 134 studies for inclusion with methodological quality ranging from limited to strong. Of these studies, only 36 evaluated employment interventions that were coded and linked to the International Classification of Functioning, Disability and Health, primarily focusing on modifying autism spectrum disorder characteristics for improved job performance, with little consideration of the impact of contextual factors on work participation. The International Classification of Functioning, Disability and Health Core Sets for autism spectrum disorder are a useful tool in holistically examining the employment literature for individuals with autism spectrum disorder. This review highlighted the key role that environmental factors play as barriers and facilitators in the employment of people with autism spectrum disorder and the critical need for interventions which target contextual factors if employment outcomes are to be improved

Post-secondary Preparation: Strategic Transition Planning for Employment Outcomes in Vocational Education for Students on the Autism Spectrum

Many transition programs and services fail students on the autism spectrum, causing them to have the worst post-secondary outcomes. Due to the importance of helping high school students with disabilities transition to adulthood and consider post-secondary education, employment, and independent living, secondary transition education, and services are receiving increased attention. Situated Learning Theory-based transition intervention programs that led to post-secondary employment were tested. To demonstrate the need for effective transition intervention programs that lead to post-secondary employment, Florida professionals who worked with vocational education students with ASD in secondary schools completed a 38-question electronic survey. A thematic analysis addressed the three study objectives and informed post-secondary transition planning for secondary special education students. This study examined 17 participants from an urban school system in South Florida, most of whom were experienced female practitioners with over 16 years of experience working with secondary students on the autism spectrum in vocational educational settings. Data analysis revealed nine themes among the chosen codes of the three research questions. The study found that differentiated instruction for ASD students, real-world/hands-on work experiences, and vocational-based curriculum content lead secondary special education students to competitive post-secondary employment. Results also showed that Strategic Transition Planning\u27s family participation, student input, resource knowledge, and teacher/service provider input & training help students on the autism spectrum find post-secondary employment. Finally, Situated Learning Theory\u27s confidence-building and real-world experience helped ASD students find post-secondary employment. The study showed that Situated Learning Theory-based transition intervention programs lead to post-secondary employment. The researcher provided solutions to the research issues. The study\u27s results illuminated secondary transition facilitators that lead to post-secondary employment for students on the autism spectrum, and the study questions helped explain that incorporating Situated Learning Theory principles into post-secondary transition planning improved post-secondary employment outcomes for students on the autism spectrum