Using Mixed-Reality Simulation to Teach Job Interview Skills to Young Adults With Intellectual Disabilities

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 postsecondary education programs that teach employment skills have been effective in improving job interview skills and employment outcomes. This study examined the effectiveness of mixed-reality simulation technology for improving job interview skills for individuals with ID. Using an underpowered randomized-controlled trial with a matched pair design, this study compared the effectiveness of using mixed-reality simulation technology with traditional face-to-face practice sessions to promote job interview skills acquisition for young adults with ID. The study also collected pre-test and post-test data on participant job interview-related anxiety. Data were analyzed using two separate repeated measures ANOVAs, as well as matched paired samples t-test on the difference-of-differences scores. While both forms of practice were effective for increasing interview performance and reducing levels of anxiety, no significant differences were found between the two groups regarding job interview skill acquisition. Implications for practice and directions for future research are discussed.