A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

Abstract

This scoping review synthesized existing literature to address what is known about technology-based employment interventions for individuals with autism and how these interventions were conducted. A systematic multi-database search yielded 48 studies (362 participants; mean age = 20.5 years; 85.3% male) that met the inclusion criteria. Phones/tablets were used most frequently; 33 studies used technological devices for video modeling and/or prompting independently or alongside cueing or feedback. Most interventions were effective in improving job-specific, transferable, and interview skills of individuals with autism. Future studies are needed to examine whether these interventions lead to generalized outcomes and employment opportunities. We also offer recommendations for practice focused on teaching transition-age students digital literacy skills and transferable skills for a wide range of job options.