Applied Social Cognitive Skills in the Workplace for Transition-Aged Youth with Autism Spectrum Disorder

摘要 SIMmersion LLC，Drs. M.史密斯（U。of Michigan）、Eack（U.匹兹堡大学），康妮宋（密歇根州立大学），J.D. 史密斯（西北大学），Kara Hume（美国）（北卡罗来纳州），建议开发和测试 工作中的社会认知和情感学习（社会工作），一个基于计算机的程序，以填补一个关键的 支持患有自闭症的过渡年龄青年就业可持续性的过渡服务存在差距 谱系障碍（TAY-ASD）。TAY-ASD在维持就业方面的一个主要障碍是难以有效地维持就业 由于社会认知缺陷，与客户、同事和主管46沟通7 -9，51-54。基础上 一项研究表明，计算机化培训/干预可以提高社会技能72，73和社会认知能力。 任务绩效21，22，74，研究团队将利用社区利益相关者（例如，研究人员;教育工作者; 服务提供者;家庭;和患有ASD的个人）来指导发展。 社会工作将允许TAY-ASD建立有效的工作场所互动所需的知识和技能。 TAY-ASD将在一个虚拟的3D工作场所与同行教练一起导航。Tier 1的指令，理解 《职场人》将包括九个侧重于基础社会认知策略的模块。第二层， 工作场所对话，将包括三个PeopleSim实践对话（即，响应客户 需要，与同事建立融洽关系，与主管汇报）。第三层虚拟工作日将 将知识和实践与相互关联的工作场所活动相结合，是2000年年初采取的行动。 影响当天稍后的对话（例如，与客户的互动不佳可能会导致建设性的反馈 一个主管）。与学习的脚手架模型一致94，95，社会工作将自动进行 TAY-ASD通过层，因为他们成功地实现学习目标。 在第一阶段，研究小组将原型社会工作和招聘TAY-ASD（n=30）和教师（n=10） 就其可接受性、可用性和整合的可行性提供反馈。在第二阶段，团队将 完成开发并进行随机对照有效性实施试验，其中TAY- 参加学校过渡服务的ASD（n=338）将被随机分配到注意力控制组或 干预组。我们假设接受社会工作培训的TAY-ASD患者， （与积极控制的同龄人相比）在（H1）社会认知和（H2）基于工作的社会功能方面的收益， (H3)减少对基于工作的社会接触的焦虑，（H4）在9个月的随访中保持就业。 这一提议得到了教育系统、社区服务提供者、家庭、 还有TAY-ASD如果成功的话，这项研究可能会导致一种新的和可扩展的干预措施的发展， 和社会工作将有足够的范围和严格性，以帮助填补就业服务的关键差距， 帮助患有ASD的过渡年龄青年在工作中变得更有社会能力。

ABSTRACT SIMmersion LLC, Drs. M. Smith (U. of Michigan), Eack (U. of Pittsburgh), Connie Sung (Michigan State U.), J.D. Smith (Northwestern U.), and Kara Hume (U. of North Carolina), proposes to develop and test the efficacy of Social Cognitive and Affective Learning at Work (SOCIAL-Work), a computer-based program to fill a critical gap in transition services supporting the sustainability of employment for transition-age youth with autism spectrum disorders (TAY-ASD). A major barrier TAY-ASD have in sustaining employment is difficulties effectively communicating with customers, coworkers, and supervisors46 due to social cognitive deficits7-9, 51-54. Building on research that suggests computerized trainings/interventions may enhance social skills72,73 and social cognitive task performance21,22,74, the research team will leverage community stakeholders (e.g., researchers; educators; service providers; families; and individuals with ASD) to guide the development. SOCIAL-Work will allow TAY-ASD to build the knowledge and skills required for effective workplace interactions. TAY-ASD will navigate through a fictional 3-D workplace with a peer-coach. Tier 1 of instruction, Understanding People in the Workplace, will include nine modules focused on foundational social cognitive strategies. Tier 2, Workplace Conversations, will include three PeopleSim practice conversations (i.e., responding to customer needs, building rapport with a coworker, and debriefing with a supervisor). Tier three, Virtual Workday, will integrate knowledge and practice with interconnected workplace activities were the actions made early in the day influence conversations later in the day (e.g., a poor customer interaction may result in constructive feedback from a supervisor). Consistent with a scaffold model of learning94,95, SOCIAL-Work will automatically progress TAY-ASD through the tiers as they successfully achieve learning goals. During Phase I, the research team will prototype SOCIAL-Work and recruit TAY-ASD (n=30) and teachers (n=10) to provide feedback on its acceptability, usability, and feasibility of integration. During Phase II, the team will complete development and conduct a randomized controlled effectiveness-implementation trial in which TAY- ASD enrolled in school based transition services (n=338) will be randomly assigned to the attention control or intervention groups. We hypothesize that TAY-ASD who receive training with SOCIAL-Work, will show greater (compared to their active control peers) gains in (H1) social cognition and (H2) work-based social functioning, (H3) reduction in anxiety about work-based social encounters, (H4) sustained employment by 9-month follow-up. This proposal has garnered commercial support from education systems, community service providers, families, and TAY-ASD. If successful, this research could lead to the development of a novel and scalable intervention, and SOCIAL-Work will have with sufficient scope and rigor to help fill a critical gap in employment services by preparing transition-age youth with ASD to become more socially competent at work.