Using Video Modeling Plus Feedback to Teach Vocational Social Skills to Employment-Aged Autistic Youth

Abstract

Youth with autism often require additional instruction in common vocational social skills to improve their employment outcomes. This study examined the effects of an assessment-based intervention involving video modeling plus feedback to teach common workplace social skills in a simulated work environment. Three transition-aged youth with autism participated in the study. We found the intervention to be highly effective at teaching the initial acquisition of skills; however, we observed mixed results regarding generalization of skills to new supervisors and to a community work setting.