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

患有自闭症谱系障碍的过渡年龄青年在工作场所的应用社会认知技能

• 批准号: 10304455
• 负责人: Dale Edward Olsen
• 金额: $ 5.2万
• 依托单位: SIMMERSION, LLC.
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-02-15 至 2021-04-13
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10304455
• 关键词: 3-Dimensional; Address; Administrator; Adoption; Adult; Affective; Age; Anxiety; Cognitive; Communication; Communities; Community Services; Computers; Control Groups; Cues; Data; Development; E-learning; Economics; Education; Educational Curriculum; Educational Intervention; Emotions; Employment; Enrollment; Environment; Evaluation; Evidence based practice; Family; Feedback; Focus Groups; Foundations; Goals; Health; Individual; Instruction; Intervention; Interview; Knowledge; Lead; Learning; Life; Mediating; Methods; Michigan; Modeling; North Carolina; Occupations; Outcome; Participant; Phase; Play; Process; Psyche structure; Randomized; Reading; Reporting; Research; Research Methodology; Research Personnel; Sales; Sampling; Schools; Services; Social Functioning; Social Planning; System; Testing; Training; Translating; Underemployment; Unemployment; Work; Workplace; Youth; active control; adolescent with autism spectrum disorder; aged; attentional control; base; cognitive ability; cognitive skill; cognitive task; commercialization; community based participatory research; computerized; design; disability; effectiveness implementation study; effectiveness implementation trial; effectiveness testing; efficacy testing; experience; follow-up; group intervention; high school; implementation evaluation; improved; individuals with autism spectrum disorder; innovation; novel; peer; peer coaching; programs; prototype; recruit; scaffold; service providers; skills; social; social cognition; teacher; tool; treatment effect; usability; virtual; working group

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.

抽象的 Simmersion LLC，博士。 M. Smith（密歇根州美国），EACK（匹兹堡U.） 史密斯（美国西北部）和卡拉·休姆（Kara Hume）（北卡罗来纳州美国）提议开发和测试 社会认知和情感学习（社会工作），这是一个基于计算机的程序，旨在填补关键 过渡服务的差距支持自闭症过渡时代青年就业的可持续性 频谱障碍（TAY-ASD）。 Tay-ASD在维持就业方面拥有的主要障碍是有效的困难 由于社会认知缺陷7-9，51-54，与客户，同事和监督员进行沟通46。建立 表明计算机培训/干预措施的研究可能会增强社交技能72,73和社会认知 任务绩效21,22,74，研究小组将利用社区利益相关者（例如研究人员；教育工作者； 服务提供商；家庭；和ASD的个人指导发展。 社会工作将使Tay-ASD能够建立有效的工作场所互动所需的知识和技能。 Tay-ASD将在一个虚构的3D工作场所中导航，并带有对手教练。教学的第1层，理解 工作场所的人们将包括九个专注于基础社会认知策略的模块。第2层 工作场所的对话将包括三场PeopleSim练习对话（即对客户做出回应 需要，与同事建立融洽的关系，并与主管进行汇报）。第三层，虚拟工作日，将 将知识和实践与相互联系的工作场所活动整合在一起的是在早期做出的行动 当天晚些时候的日子影响对话（例如，差的客户互动可能会导致建设性反馈 来自主管）。与Learning 94,95的脚手架模型一致，社会工作将自动进步 当他们成功实现学习目标时，通过层次划分。 在第一阶段，研究团队将原型社会工作和招募Tay-ASD（n = 30）和教师（n = 10） 提供有关其可接受性，可用性和集成可行性的反馈。在第二阶段，团队将 完整的发展并进行随机控制有效性实施试验，其中tay- 参加学校过渡服务（n = 338）的ASD将随机分配给注意力控制或 干预组。我们假设接受社会工作培训的Tay-ASD将显示出更大的表现 （与他们的积极控制同龄人相比）（H1）社会认知和（H2）基于工作的社会功能的收益， （H3）减少对基于工作的社交遭遇的焦虑，（H4）在9个月的随访中持续就业。 该提案获得了教育系统，社区服务提供商，家庭， 和tay-asd。如果成功，这项研究可能会导致新颖且可扩展的干预措施的发展， 社会工作将具有足够的范围和严格的范围，以帮助填补由 准备与ASD的过渡年龄青年在工作中变得更有能力。