视频干预提高自闭症大学生求职面试讲故事能力

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2020-10-07 DOI:10.1177/2165143420961853

Vidya D. Munandar, L. A. Bross, Kathleen N. Zimmerman, Mary E. Morningstar

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引用次数: 5

摘要

考虑到自闭症求职者的社会沟通支持需求，他们可能会从面试技巧方面的明确指导中受益。本研究旨在探讨视频干预(VBI)对自闭症大学生在模拟求职面试中回答模式行为描述面试(PBDI)问题时提高叙事能力的影响。这类问题越来越多地用于工作面试，作为选择和雇用候选人的工具。对4名19-38岁的大学生孤独症患者采用并行多探针设计。结果表明，所有被试都存在VBI与讲故事能力之间的函数关系。本文讨论了提高自闭症大学生求职面试技巧的实践和研究意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Video-Based Intervention to Improve Storytelling Ability in Job Interviews for College Students With Autism

Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock job interviews for college students with autism. This type of question is increasingly used in job interviews as a tool to select and hire candidates. A concurrent multiple-probe across participants design was used for four college students with autism (ages 19–38 years). Results indicated a functional relation between VBI and storytelling abilities was present for all participants. Implications for practice and research related to enhancing the job interviewing skills of college students with autism are discussed.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.