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Evaluating the Effects of Video-Based Intervention to Teach Vocational Skills to Transition-Age Youth with Autism Spectrum Disorder: an Evidence-Based Systematic Review

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Abstract

Even compared with students with other disabilities, students with autism spectrum disorder (ASD) often experience poor postsecondary employment outcomes. Video-based intervention (VBI) has been effective in teaching a variety of skills to students with ASD, but there has yet to be a quantitative synthesis evaluating its effectiveness to teach vocational skills specifically. Therefore, the aim of this synthesis was to empirically evaluate the effectiveness of VBI to teach vocational skills to transition-age youth with ASD. This review analyzed 22 studies using design standards, quality indicators, visual analysis, success estimates, and Tau-U effect sizes. The findings indicate that VBI is effective in teaching employable skills to this population, but further diversification of skills, student demographics, and authentic implementation contexts is needed.

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Acknowledgements

We sincerely thank Jennifer Llewellyn and José Ortiz with their support with the cross-coding procedures to ensure inter-rater reliability.

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  1. Department of Counseling, Higher Education, and Special Education, University of Maryland, 3214 Benjamin Building, College Park, MD, 20742, USA

    Briella Baer Chen & Gulnoza Yakubova

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  1. Briella Baer Chen
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Correspondence to Briella Baer Chen.

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Chen, B.B., Yakubova, G. Evaluating the Effects of Video-Based Intervention to Teach Vocational Skills to Transition-Age Youth with Autism Spectrum Disorder: an Evidence-Based Systematic Review. Rev J Autism Dev Disord 10, 22–37 (2023). https://doi.org/10.1007/s40489-021-00282-7

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