Date of Award

8-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education and Human Development

Committee Chair/Advisor

Joseph Ryan

Committee Member

Shanna Hirsch

Committee Member

Kristina Randall

Committee Member

William Bridges

Abstract

Job interviews are a critical step to obtaining employment, however, the social demands of job interviews are often difficult for individuals with intellectual disabilities (ID). Both the use of technology (e.g., mixed-reality simulation, video modeling, virtual reality) and attending inclusive postsecondary education programs that teach independent living skills and employment skills have been effective in improving job interview skills and employment outcomes. Using an underpowered randomized-control trial research design, the researcher examined whether using mixed-reality simulation technology to practice job interview skills improved job interview skill acquisition for young adults with ID compared to face-to-face practice that is typically conducted in the classroom. The researcher also collected pre-test and post-test data on participant job interview-related anxiety. The researcher analyzed the data using two separate repeated measures ANOVAs. No significant differences were found between the two groups in terms of job interview skill acquisition. The face-to-face group was found to have statistically significantly lower self-reported job interview anxiety at post-test than at pre-test. Implications for practice and directions for future research are discussed.

Author ORCID Identifier

https://orcid.org/0000-0002-2984-1490

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