Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study

In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2022-11, Vol.45 (4), p.213-227
Main Authors: Smith, Matthew J., Sherwood, Kari, Ross, Brittany, Oulvey, Eugene A., Monahan, Julie A., Sipovic, Jessica E., Atkins, Marc S., Danielson, Elizabeth C., Jordan, Neil, Smith, Justin D.
Format: Article
Language:English
Subjects:
Adolescents
Autism Spectrum Disorders
Computer Simulation
Educational Technology
Employment Interviews
Employment Level
Job Training
Program Effectiveness
Program Implementation
Quasi-experimental methods
Secondary School Students
Skill Development
Students with Disabilities
Technology Uses in Education
Transitional Programs
Young Adults
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Summary:In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < .05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed.
ISSN:2165-1434
2165-1442
DOI:10.1177/21651434221081273