Soft Skills and Employment Readiness Skills Training for Transition Youth with Autism Spectrum Disorder
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Connie Sung, PhD Assistant Professor of Rehabilitation Counseling Department Counseling, Educational Psychology & Special Education June Chen, PhD Former Hegarty Fellow in MSU-DOCTRID Program
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Soft Skills and Employment Readiness Skills Training for Transition Youth with Autism Spectrum Disorder
- 1. Connie Sung, PhD Assistant Professor of Rehabilitation Counseling Department Counseling, Educational Psychology & Special Education June Chen, PhD Former Hegarty Fellow in MSU-DOCTRID Program Soft Skills and Employment Readiness Skills Training for Transition Youth with Autism Spectrum Disorder
- 2. Purpose of the project • To conduct a pilot study for developing and evaluating two progressive employment-related social skill trainings for transition-aged individuals with high functioning autism (HFA).
- 3. Employment Preparation and Applied Skills Support Assistive Social Skills and Employment Training
- 4. Milestones and Accomplishments Conducted eight expert interviews Developed two training curriculum Conduct four pilot groups (two for each training program) Conducted preliminary data analysis
- 5. Preliminary Results 0% 20% 40% 60% 80% 100% job-related social skills transition from school to work finding and maintaining a job in the future becoming a better employee working with others in the workplace succeeding in the workplace Equally confident More confident Much more confident • >50% of the participants reported improvement in work- related social skills after participating in the ASSET program. 0% 20% 40% 60% 80% 100% communicating with others showing positive attitudes and enthusiasm working in a team networking with others critical thinking problem solving showing professionalism Not improved at all Slightly improved Moderately improved Largely improved • Participants also reported increased confidence in work- related activities after participating in the ASSET program.
- 6. Participants showed improvement in general, social, and empathy self-efficacy; whereas there was a reduction in anxiety and depressive symptoms pre- and post-intervention.
- 7. Hear what participants have to say…
- 8. Research Products • Three articles published • 2 articles in Journal of Autism and Developmental Disabilities • 1 article in Review Journal of Autism and Developmental Disorders • Two proposals submitted • Organization for Autism Research (OAR) • Department of Defense (DoD) • Three conference presentations • APA, NCRE, DOCTRID • Two media coverage • Autism Speaks • MSU Today • One online support platform
- 9. Moving forward… • Continue with second round of feasibility trials (Two new pilot training groups have been recruited and will start at the end of September). • Continue to enhance the online support platform • Three manuscripts are under preparation
- 10. Acknowledgement • RAIND • COE Design Studio • Jodene Fine, Ph.D. • Angela Hall, Ph.D. • Stacy Hickox, Ph.D. • Hung-Jen Kuo, Ph.D. • Alan Wu, Ph.D. Annemarie Connor, MS Chien-Chun Lin, MA Boyang Tong, MA Seema Mahdavi, MA Kayla Musielak, MA David Hensley, MA Taryn Coetzee, MA Fiona Cutinha, MA Priya Mehla
- 11. Thank you! Comments and Questions? Connie Sung: csung@msu.edu June Chen: junechen@msu.edu
Editor's Notes
- Project Milestones and Accomplishments 1. Conducted eight expert interviews: In order to develop the training program to best meet the needs of our target population, we conducted eight individual interviews with experts in the local area, who represented different stakeholders, included young adult with HFA, parents, rehabilitation counselors, educators, employers, and social workers. Several key information and suggestions were collected from the interviews and incorporated into the curriculum development. 2. Developed two training curriculum: Based on the findings from the expert interviews, the training curriculum for ASSET and EPASS were developed and then further reviewed and revised by a team of researchers and experts in rehabilitation counseling, special education, human resource, as well as occupational therapy. The two curriculum was both finalized in 2014. 3. Conducted four pilot trials: As part of the iterative design and development process, we conducted a total of four pilot training groups to evaluate the feasibility and effectiveness of the two programs. In Fall 2014, two pilot groups of ASSET were conducted. A total of nine young adults with a diagnosis of autism spectrum disorder but without intellectual disability or mental illness participated in the study. Participants were transition-aged students from local education settings/institutions. All of them were male whose mean age was 20.43 (SD=1.20). Two-thirds were European Americans. In Spring 2015, two pilot groups of EPASS were then conducted. The same two groups of participants with HFA took part in the program and learn about employment readiness skills. Both ASSET and EPASS programs were co-facilitated by two master’s level rehabilitation professionals. 4. Analyzed preliminary data: Mixed-methods were used with both qualitative and quantitative data collected. Data was then analyzed and positive findings were revealed. Participants showed improvement in general, social, and empathy self-efficacy; whereas there was a reduction in anxiety and depressive symptoms pre- and post-intervention. More than 50% of the participants reported improvement in work-related social skills after participating in the programs. Participants also reported increased confidence in work-related activities after participating in the programs. Finally, all participants reported that the program helped them in working with others and to feel successful in the workplace. Findings also suggested that the manualized group-based Program is effective in improving work-related social skills, self-efficacy and mental health among transition-aged individuals with HFA with some sustained effects after two months.