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The impact of simulated interviews for individuals with intellectual disability

Walker, ZM; Vasquez, E; Wienke, W; (2018) The impact of simulated interviews for individuals with intellectual disability. Journal of Educational Technology & Society, , 19 (1) pp. 76-88. Green open access

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Abstract

The purpose of this research study was to explore the efficacy of role-playing and coaching in mixed-reality environments for the acquisition and generalization of social skills leading to successful job interview performance. Using a multiple baseline across participants design, five young adults with intellectual disability practiced interviewing in a mixed-reality environment and were rated on the use of appropriate social skills and overt behaviors during the mock interviews. Generalization and maintenance were assessed by the participant’s ability to display appropriate social skills and overt behaviors in a face-to-face interview in a live environment. The intervention demonstrated to be effective in fostering the acquisition of job interview skills in the mixed reality setting as well as generalization in face-to-face interviews.

Type: Article
Title: The impact of simulated interviews for individuals with intellectual disability
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.j-ets.net/ETS/issues4f62.html?id=70
Language: English
Additional information: This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC 3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at ets-editors@ifets.info.
Keywords: Employment skills, Intellectual disability, Mixed-reality technology
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: https://discovery.ucl.ac.uk/id/eprint/10061554
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