Twins with autism: utilising video feedback to improve job‐related behaviours

Abstract

Employment for individuals with autism spectrum disorders (ASD) is a significant factor in assuring quality of life in adulthood. The research reported in this article examines the effectiveness of video feedback (VFB) in improving the job-related behaviours of twin adolescents with ASD and learning disabilities. The targeted behaviours included active engagement, decision-making, responding to others, hygiene, and transition making. A within-participant multiple-probe design across targeted job behaviours, replicated across two participants, was used. The experimental phases of the design consisted of (A) baseline, (B) VFB + job coach evaluation, (C) VFB + concurrent job coach and selfevaluation, and (A) maintenance. Using a modified Behavioral Observation of Students in Schools (BOSS) form broken into one-minute intervals, job coaches evaluated participants on job-related behaviours.Data gathered shows that VFB significantly impacted active engagement, responding to others, hygiene and transitioning. Decision-making was least impacted by the interventions. The use of VFB is one way that job-related behaviours of adolescents with ASD and other disabilities can be positively influenced.

A systematic literature review of video-based interventions to improve integrated competitive employment skills among youth and adults with Autism Spectrum Disorder

“…Fourteen studies used single-subject design to examine VBIs associated with the employment of youth with ASD, while five studies used a group design. Two studies combined VBIs with another intervention, such as a performance cue system , direct feedback from a job coach (Mackey & Nelson, 2015), literacy-based behavioral interventions (LBBI; Pistoro et al, 2018), and social skills curriculum (Walsh et al, 2018). Findings indicated that the majority of studies focused on teaching job performance skills associated with specific job duties, and only a few targeted the utility of VBIs to improve job search skills.…”

“…Five studies had teachers or a job coach as the intervention agent (Cihak & Schrader, 2009;Gentry et al, 2015;Goh & Bambara, 2013;Mackey & Nelson, 2015;Walsh et al, 2018), while the rest were implemented by researchers. Five studies included family members (Burke et al, , 2013Van Laarhoven et al, 2012;Walsh et al, 2018) not to implement the VBI, but to complete social validity measurements or fidelity checks.…”

“…Five studies involved employers who completed social validity measures (Allen, Wallace, Greene, et al, 2010;Kellems & Morningstar, 2012;Bross et al, 2018). Among the nine studies that included teachers, their roles include implementing VBIs included providing systematic prompts, instructions, and feedback (Bereznak et al, 2012;Van Laarhoven et al, 2012;Goh & Bambara, 2013); being a second observer (Mackey & Nelson, 2015); and participating in social validity measurement , Cihak & Schrader, 2009Kellems & Morningstar, 2012, Walsh et al, 2018.…”

A Meta-Analysis of Video Modeling Interventions to Enhance Job Skills of Autistic Adolescents and Adults

“…53 Seven studies occurred in work-based learning or internship experiences in the community. 52,[54][55][56][57][58][59] One study entailed work-based learning in both community and school settings. 52 Two studies occurred in CIE contexts.…”

“…59 Autistic twins participating in work-based learning experiences learned employment-related social skills such as active engagement and responding to others. 58 Finally, one young adult employed in a retail store used VM to learn customer service phrases and interactions. 61…”