A Hybrid Effectiveness-Implementation RCT of Virtual Interview Training for Autistic Transition-Age Youth

针对自闭症过渡年龄青少年的虚拟面试培训的混合有效性实施随机对照试验

• 批准号: 10643547
• 负责人: Matthew James Smith
• 金额: $ 83.74万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10643547
• 关键词: Address; Age; Anxiety; Behavior; Career Choice; Disparity; E-learning; Education; Effectiveness; Employment; Enrollment; Evaluation; Evidence based practice; Face; Feedback; Focus Groups; Future; Goals; Grant; Health Services Research; Hour; Hybrids; Internet; Intervention; Interview; Job Application; Measures; Mediating; Mediation; Mental Depression; Mental Health; Methods; Motivation; National Institute of Mental Health; Occupations; Outcome; Persons; Pilot Projects; Play; Preparation; Race; Randomized; Randomized, Controlled Trials; Recommendation; Rehabilitation therapy; Research; Resources; Role; Schools; Series; Services; Site; Special Education; Strategic Planning; Surveys; System; Teacher Professional Development; Technology; Testing; Time; Token Economy; Training; Unemployment; Validation; Variant; Voice; Wages; Work; Youth; active control; adolescent with autism spectrum disorder; adult with autism spectrum disorder; autism community; autism spectrum disorder; autistic; budget impact; career preparation; college; cost effective; cost effectiveness; effectiveness evaluation; effectiveness/implementation hybrid; experience; follow-up; future implementation; high school; hybrid type 1 trial; hybrid type 2 trial; implementation cost; implementation efforts; implementation evaluation; implementation outcomes; implementation process; implementation strategy; implementation/effectiveness; improved; improved outcome; innovation; process evaluation; psychological distress; recruit; scaffold; skills; social skills; teacher; trait; usability; virtual; virtual reality

Project Summary: Pre-employment transition services is federally-mandated by the Workforce Innovation and Opportunities Act (2014) to help prepare autistic transition-age youth for the workforce prior to existing high school. However, there are few evidence-based practices implemented within pre-employment transition services, which contribute to low employment rates among autistic transition-age youth. A limitation of pre-employment transition services is the job interview component, which utilizes teacher-led role-play training that lacks empirical validation, is resource-intensive, and does not adhere to best practices to train sustainable changes in behavior (e.g., repeated practice, scaffolding, token economy). Moreover, the autism community as voice the need for better job interview preparation. To fill this training need, our team (via R34 MH111531) partnered with the autism community to adapt Virtual Reality Job interview Training (VR-JIT, an internet-delivered job interview simulator with four levels of automated feedback with elearning job interview content) to meet the needs of autistic transition-age youth (now called Virtual Interview Training for Transition Age Youth (VIT)). Our subsequent randomized controlled trial demonstrated several aspects of VIT feasibility, including delivery by local teachers at five schools, training teachers as VIT implementers, and completing the pilot RCT (i.e., recruitment, enrollment, study completers). The results of this pilot study demonstrated that VIT was initially effective at improving job interview skills, job interview anxiety, and competitive employment within 6 months of completing VIT. Thus, the overarching goal of this study is to conduct a fully-powered trial to evaluate the impact of VIT across approximately 16 schools via a hybrid type 1 effectiveness-implementation RCT. Our specific aims are to 1) Evaluate whether pre-employment transition services (ETS) with VIT, as compared to ETS with an active control intervention (i.e., job interview didactics/elearning with a series of 3-5 minutes videos of employed autistic adults talking about their career pathways), enhances employment outcomes; 2) Evaluate mechanisms of employment outcomes and psychological distress by nine months post- randomization; and 3) Conduct a multilevel, mixed-method process evaluation to assess initial implementation outcomes (i.e., facilitators, barriers, scalability, and affordability of VIT implementation).

项目概要： 就业前过渡服务由《劳动力创新和机会法案》联邦政府授权 (2014) 帮助患有自闭症过渡年龄的青少年在高中毕业之前为劳动力做好准备。然而， 就业前过渡服务中实施的循证做法很少， 导致自闭症过渡年龄青年的就业率较低。就业前限制 过渡服务是工作面试的组成部分，它利用了教师主导的角色扮演培训，而这种培训缺乏 经验验证需要大量资源，并且不遵循培训可持续变革的最佳实践 行为（例如，重复练习、脚手架、代币经济）。此外，自闭症社区作为声音 需要更好的工作面试准备。为了满足这一培训需求，我们的团队（通过 R34 MH111531）合作 与自闭症社区合作，适应虚拟现实求职面试培训（VR-JIT，一种互联网提供的工作 面试模拟器具有四个级别的自动反馈和电子学习工作面试内容）以满足 自闭症过渡年龄青少年的需求（现在称为过渡年龄青少年虚拟面试培训（VIT））。我们的 随后的随机对照试验证明了 VIT 可行性的几个方面，包括通过 五所学校的当地教师，将教师培训为 VIT 实施者，并完成试点 RCT（即 招募、入学、学习完成者）。该试点研究的结果表明，VIT 最初是 有效提高求职面试技巧、求职面试焦虑和 6 个月内的竞争性就业 完成 VIT。因此，本研究的总体目标是进行一项全面的试验来评估 通过混合 1 类有效性实施 RCT，了解 VIT 对大约 16 所学校的影响。我们的 具体目标是 1) 评估就业前过渡服务 (ETS) 是否包含 VIT，与 ETS 进行主动控制干预（即，进行一系列 3-5 分钟的工作面试教学/电子学习） 受雇的自闭症成年人谈论他们的职业道路的视频），提高就业成果； 2） 评估就业结果和心理困扰九个月后的机制 随机化； 3) 进行多层次、混合方法的过程评估以评估初步实施情况 结果（即 VIT 实施的促进因素、障碍、可扩展性和可负担性）。