Brief Report: Initial Evidence of Depressive Symptom Disparities among Black and White Transition Age Autistic Youth / Ed-Dee G. WILLIAMS in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3740-3745 Titre : Brief Report: Initial Evidence of Depressive Symptom Disparities among Black and White Transition Age Autistic Youth Type de document : Texte imprimé et/ou numérique Auteurs : Ed-Dee G. WILLIAMS, Auteur ; Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Temple S. LOVELACE, Auteur ; Lauren BISHOP, Auteur Article en page(s) : p.3740-3745 Langues : Anglais (eng) Mots-clés : Adolescent  African Americans  Autism Spectrum Disorder  Autistic Disorder  Depression  Healthcare Disparities  Humans  Whites Index. décimale : PER Périodiques Résumé : The lived experience of being autistic and being Black in America both put youth at higher risk for developing depressive symptoms. However, there is a dearth of research examining potential disparities in autistic youth with depression. The current study examined disparities in depressive symptoms among a sample of Black and White autistic youth between the ages of 16 and 26 years old. Using analysis of covariance this study found that the Black autistic youth had significantly higher depressive symptoms than White autistic youth (m = 7.3, sd = 4.4 vs. m = 3.8, sd = 3.6; t = 2.6, p = 0.013). This study presents initial evidence of a significant racial disparity between Black and White autistic youth depressive symptoms. En ligne : http://dx.doi.org/10.1007/s10803-021-05242-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Brief Report: Initial Evidence of Depressive Symptom Disparities among Black and White Transition Age Autistic Youth [Texte imprimé et/ou numérique] / Ed-Dee G. WILLIAMS, Auteur ; Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Temple S. LOVELACE, Auteur ; Lauren BISHOP, Auteur . - p.3740-3745. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3740-3745 Mots-clés : Adolescent  African Americans  Autism Spectrum Disorder  Autistic Disorder  Depression  Healthcare Disparities  Humans  Whites Index. décimale : PER Périodiques Résumé : The lived experience of being autistic and being Black in America both put youth at higher risk for developing depressive symptoms. However, there is a dearth of research examining potential disparities in autistic youth with depression. The current study examined disparities in depressive symptoms among a sample of Black and White autistic youth between the ages of 16 and 26 years old. Using analysis of covariance this study found that the Black autistic youth had significantly higher depressive symptoms than White autistic youth (m = 7.3, sd = 4.4 vs. m = 3.8, sd = 3.6; t = 2.6, p = 0.013). This study presents initial evidence of a significant racial disparity between Black and White autistic youth depressive symptoms. En ligne : http://dx.doi.org/10.1007/s10803-021-05242-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum / Matthew J. SMITH in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101498 Titre : Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur Article en page(s) : p.101498 Langues : Anglais (eng) Mots-clés : Autism  Transition-age youth  Virtual reality  Job interviewing  Adaptation  Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur . - p.101498. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101498 Mots-clés : Autism  Transition-age youth  Virtual reality  Job interviewing  Adaptation  Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial / Matthew J. SMITH in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1536-1552 Titre : Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Brittany ROSS, Auteur ; Justin D SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; Laura HUMM, Auteur ; Jeff ELKINS, Auteur ; Chris STEACY, Auteur Article en page(s) : p.1536-1552 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Employment  Feasibility Studies  Humans  Mental Health  feasibility trial  job interview anxiety  job interview skill  randomized controlled effectiveness trial  virtual interview training  from SIMmersion LLC on the sales of the virtual interview training tool that was  the focus of this randomized controlled trial. These royalties will be shared  with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr.  Smith adhered to the University of Michigan’s Conflict Management Plan that was  reviewed and approved by a University of Michigan Conflict of Interest Committee.  This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who  are paid employees of SIMmersion and own stock in the company. However, Mr.  Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or  administration. Moreover, there were not involved in the collection, management,  or analysis of study data. Their authorship contributions were focused on the  description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Brittany ROSS, Auteur ; Justin D SMITH, Auteur ; Leann S. DAWALT, Auteur ; Lauren BISHOP, Auteur ; Laura HUMM, Auteur ; Jeff ELKINS, Auteur ; Chris STEACY, Auteur . - p.1536-1552. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1536-1552 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder  Employment  Feasibility Studies  Humans  Mental Health  feasibility trial  job interview anxiety  job interview skill  randomized controlled effectiveness trial  virtual interview training  from SIMmersion LLC on the sales of the virtual interview training tool that was  the focus of this randomized controlled trial. These royalties will be shared  with Dr. Matthew Smith and the University of Michigan School of Social Work. Dr.  Smith adhered to the University of Michigan’s Conflict Management Plan that was  reviewed and approved by a University of Michigan Conflict of Interest Committee.  This manuscript includes authorship by Mr. Elkins, Ms. Humm, and Dr. Steacy who  are paid employees of SIMmersion and own stock in the company. However, Mr.  Elkins, Ms. Humm, and Dr. Steacy were not involved in the study’s design or  administration. Moreover, there were not involved in the collection, management,  or analysis of study data. Their authorship contributions were focused on the  description of the intervention. Index. décimale : PER Périodiques Résumé : Autistic transition age youth struggle with obtaining employment, and interviewing is a critical barrier to getting a job. We adapted an efficacious virtual reality job interview intervention to meet the needs of autistic transition age youth, called the Virtual Interview Training for Transition Age Youth. This study evaluated whether Virtual Interview Training for Transition Age Youth can be feasibly delivered in high school special education settings and whether Virtual Interview Training for Transition Age Youth improves job interview skills, job interview self-efficacy, job interview anxiety, and access to employment. Forty-eight autistic transition age youth received school-based pre-employment services as usual with Virtual Interview Training for Transition Age Youth, while 23 autistic transition age youth received services as usual only. Local teachers trained and supervised autistic transition age youth using Virtual Interview Training for Transition Age Youth. Participants reported Virtual Interview Training for Transition Age Youth was highly acceptable. Participants receiving services as usual and Virtual Interview Training for Transition Age Youth, compared to participants receiving services as usual only, had better job interview skills and lower job interview anxiety as well as greater access to jobs. Overall, Virtual Interview Training for Transition Age Youth appears to be effective at teaching job interview skills that are associated with accessing competitive jobs. Moreover, youth enjoyed Virtual Interview Training for Transition Age Youth and teachers feasibly implemented the tool within special education pre-employment transition services. Future research needs to better understand how autistic transition age youth from culturally diverse backgrounds and different social, behavioral, or mental health challenges may respond to Virtual Interview Training for Transition Age Youth. En ligne : http://dx.doi.org/10.1177/1362361321989928 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

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