Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study
In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core...
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| Veröffentlicht in: | Career development and transition for exceptional individuals 2022-11, Vol.45 (4), p.213-227 |
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| container_title | Career development and transition for exceptional individuals |
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| creator | Smith, Matthew J. Sherwood, Kari Ross, Brittany Oulvey, Eugene A. Monahan, Julie A. Sipovic, Jessica E. Atkins, Marc S. Danielson, Elizabeth C. Jordan, Neil Smith, Justin D. |
| description | In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < .05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. Limitations and implications for research and practice are discussed. |
| doi_str_mv | 10.1177/21651434221081273 |
| format | Article |
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For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < .05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. 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Limitations and implications for research and practice are discussed.</description><subject>Adolescents</subject><subject>Autism Spectrum Disorders</subject><subject>Computer Simulation</subject><subject>Educational Technology</subject><subject>Employment Interviews</subject><subject>Employment Level</subject><subject>Job Training</subject><subject>Program Effectiveness</subject><subject>Program Implementation</subject><subject>Quasi-experimental methods</subject><subject>Secondary School Students</subject><subject>Skill Development</subject><subject>Students with Disabilities</subject><subject>Technology Uses in Education</subject><subject>Transitional Programs</subject><subject>Young Adults</subject><issn>2165-1434</issn><issn>2165-1442</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp1UcFu1DAUjBCIVqUfwAEUiQuXFD_biR0uaFUt7aJKFWpB4mQ53petq6yztZ2FPfXXcdh2C1T1xX6eeeN5nix7DeQIQIgPFKoSOOOUApFABXuW7Y93BXBOn-_OjO9lhyFck7QkVADyZbbHpJSUVrCf3V4Y3Vm3yM-HmH-3Pg66y2cuol9b_Jlfem3dCLe9HwsXbLS9KyYLzH_0Q7z6mE_yr4MOtpj-WqG3S3QxKZxuGm_n-bRt0US7RochFLPlqsM_hFEjv4jDfPMqe9HqLuDh3X6Qffs8vTw-Lc7OT2bHk7PCcFnHwgimKzAUasJES1gphcCWltgiGlk2KLlAIIYYTuu6kQKYKFHPS1lWumkFO8g-bXVXQ7PEuUkuvO7UKjnWfqN6bdW_iLNXatGvFaTPloyypPD-TsH3NwOGqJY2GOw67bAfgmKkqkFUXPJEffcf9bofvEvzKSpoSYEDGVmwZRnfh-Cx3bkBosaI1aOIU8_bv8fYddwHmghvtoSUhdnB0y_ASipJnfCjLR70Ah9sPf3ib-VWuQg</recordid><startdate>20221101</startdate><enddate>20221101</enddate><creator>Smith, Matthew J.</creator><creator>Sherwood, Kari</creator><creator>Ross, Brittany</creator><creator>Oulvey, Eugene A.</creator><creator>Monahan, Julie A.</creator><creator>Sipovic, Jessica E.</creator><creator>Atkins, Marc S.</creator><creator>Danielson, Elizabeth C.</creator><creator>Jordan, Neil</creator><creator>Smith, Justin D.</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>U9A</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-0079-1477</orcidid><orcidid>https://orcid.org/0000-0003-2157-2174</orcidid></search><sort><creationdate>20221101</creationdate><title>Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study</title><author>Smith, Matthew J. ; Sherwood, Kari ; Ross, Brittany ; Oulvey, Eugene A. ; Monahan, Julie A. ; Sipovic, Jessica E. ; Atkins, Marc S. ; Danielson, Elizabeth C. ; Jordan, Neil ; Smith, Justin D.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c489t-c73a61c219037f035877ef25efeec85be847e10c0c4299b871375ead5856abf73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Adolescents</topic><topic>Autism Spectrum Disorders</topic><topic>Computer Simulation</topic><topic>Educational Technology</topic><topic>Employment Interviews</topic><topic>Employment Level</topic><topic>Job Training</topic><topic>Program Effectiveness</topic><topic>Program Implementation</topic><topic>Quasi-experimental methods</topic><topic>Secondary School Students</topic><topic>Skill Development</topic><topic>Students with Disabilities</topic><topic>Technology Uses in Education</topic><topic>Transitional Programs</topic><topic>Young Adults</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Smith, Matthew J.</creatorcontrib><creatorcontrib>Sherwood, Kari</creatorcontrib><creatorcontrib>Ross, Brittany</creatorcontrib><creatorcontrib>Oulvey, Eugene A.</creatorcontrib><creatorcontrib>Monahan, Julie A.</creatorcontrib><creatorcontrib>Sipovic, Jessica E.</creatorcontrib><creatorcontrib>Atkins, Marc S.</creatorcontrib><creatorcontrib>Danielson, Elizabeth C.</creatorcontrib><creatorcontrib>Jordan, Neil</creatorcontrib><creatorcontrib>Smith, Justin D.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Career development and transition for exceptional individuals</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Smith, Matthew J.</au><au>Sherwood, Kari</au><au>Ross, Brittany</au><au>Oulvey, Eugene A.</au><au>Monahan, Julie A.</au><au>Sipovic, Jessica E.</au><au>Atkins, Marc S.</au><au>Danielson, Elizabeth C.</au><au>Jordan, Neil</au><au>Smith, Justin D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1352809</ericid><atitle>Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study</atitle><jtitle>Career development and transition for exceptional individuals</jtitle><addtitle>Career Dev Transit Except Individ</addtitle><date>2022-11-01</date><risdate>2022</risdate><volume>45</volume><issue>4</issue><spage>213</spage><epage>227</epage><pages>213-227</pages><issn>2165-1434</issn><eissn>2165-1442</eissn><abstract>In a previous randomized controlled trial (RCT), Virtual Interview Training for Transition Age Youth (VIT-TAY) enhanced employment for autistic youth receiving transition services. For this study, a nonrandomized hybrid effectiveness-implementation trial evaluated whether VIT-TAY maintained its core implementation and effectiveness functions when scaled out to students with disabilities in 32 schools. Also, we compared the implementation and effectiveness between VIT-TAY and Virtual Reality Job Interview Training (VR-JIT; developed for adults and previously evaluated in students with disabilities). Core implementation functions did not differ between VIT-TAY and VR-JIT. Greater engagement with either training was significantly associated with employment (both p < .05). Overall, VIT-TAY was feasibly implemented with high adherence and may be effective at enhancing employment for students with disabilities. 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| source | SAGE Complete; Alma/SFX Local Collection |
| subjects | Adolescents Autism Spectrum Disorders Computer Simulation Educational Technology Employment Interviews Employment Level Job Training Program Effectiveness Program Implementation Quasi-experimental methods Secondary School Students Skill Development Students with Disabilities Technology Uses in Education Transitional Programs Young Adults |
| title | Scaling Out Virtual Interview Training for Transition-Age Youth: A Quasi-Experimental Hybrid Effectiveness-Implementation Study |
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