Journal Article Details

Citation:
Sherwood, K., Smith, M.J., Ross, B., Johnson, J., Harrington, M., Blajeski, S., DaWalt, L., Bishop, L., & Smith, J.D. (2023). Mixed methods implementation evaluation of virtual interview training for transition-age autistic youth in pre-employment transition services. Journal of Vocational Rehabilitation, 58 (2), 139-154.
Title:
Mixed methods implementation evaluation of virtual interview training for transition-age autistic youth in pre-employment transition services
Authors:
Sherwood, K., Smith, M.J., Ross, B., Johnson, J., Harrington, M., Blajeski, S., DaWalt, L., Bishop, L., & Smith, J.D.
Year:
2023
Journal/Publication: 
Journal of Vocational Rehabilitation
Publisher:
IOS Press
DOI:
Full text:
Peer-reviewed?
Yes
NIDILRR-funded? 
No

Structured abstract:

Background:
Autistic transition-age youth are employed at rates far lower than their non-disabled peers as well as youth with other disabilities. Meanwhile, very few studies have evaluated the implementation of job interviewing practices within pre-employment transition services.
Purpose:
We conducted an initial implementation evaluation as part of a Hybrid Type 1 randomized controlled effectiveness-implementation trial where we trained teachers to deliver Virtual Interview Training for Transition-Age Youth (VIT-TAY) within five pre-employment transition services programs.
Data collection & analysis:
We used mixed methods to evaluate leader (n?=?5), teacher (n?=?15) and autistic transition age youth (n?=?48) perceptions of VIT-TAY. We used descriptive statistics and thematic network analysis to evaluate survey data. Mixed methods integration was then performed to make comparisons between quantitative and qualitative results.
Findings:
Quantitative survey data revealed that leaders and teachers found VIT-TAY to be highly acceptable and appropriate for pre-employment transition services; findings which were confirmed via thematic network analysis of qualitative interview data. Autistic students reported via quantitative surveys that VIT-TAY was acceptable and usable, which was confirmed via thematic network analysis of open-ended survey data.
Conclusions:
This initial implementation evaluation can be used to inform a larger scale implementation evaluation of VIT-TAY in schools.
Disabilities served:
Autism / ASD