Affiliations: [a] Department of Informatics, University of California, Irvine, CA, USA | [b] Human-Centered Design and Engineering, University of Washington, Seattle, WA, USA | [c] Amazon, Seattle, WA, USA
Correspondence:
[*]
Address for correspondence: Gillian R. Hayes, 5072 Donald Bren Hall, University of California, Irvine, CA 92697-3440, USA. gillianrh@ics.uci.edu
Abstract:
BACKGROUND: Employment interviews require mastery of a variety of skills that can be challenging for transition age youth with autism. Previous work suggests that video modeling is a viable approach to teaching vocational skills.
OBJECTIVES: This paper presents the results of an evaluation of the efficacy of peer and self-modeling for employment interviews across a variety of industries.
METHODS: Fifteen students participated in mock employment interviews at the beginning and end of a one-month period. Eight of these were randomized into an intervention condition in which participants were asked to use VidCoach, a prototype video modeling application pre-loaded with seven interview videos, during the intervening month. We used t-tests to evaluate efficacy of each intervention, and qualitative interviews were used to supplement our understanding of these effects.
RESULTS: Use of video-modeling resulted in a measurable improvement in interview performance. Participants in the intervention condition showed statistically significant improvement in overall interview performance rating by employers, as well as reduction of fidgeting, improvement in presenting ideas logically and succinctly, and improvement in hygiene and health care. Participants in the control group showed significant improvement in grammar and vocabulary usage. Use of the tool received high satisfaction ratings from participants.
CONCLUSIONS: Mobile video modeling is an effective way to teach interview skills.
Keywords: Autism, assistive technology, mobile device, video modeling, employment, video prompting, interviews
