Preparing for a First Job Interview
Michela Galeazzi, Federica Berardo, Silvia Iacomini
This study was conducted with the aim of evaluating the effectiveness of a training programme that combines modelling and role play with Job Interview Task Analysis. A 15-year-old participant diagnosed with autism spectrum disorder who presented a writer-as-own-reader level of verbal development (Greer & Ross, 2008) took part in the study. The boy was chosen as a participant in the study to promote communicative autonomy during an employment interview in view of a future placement in a work context. A delayed multiple probe experimental design across steps of the Job Interview Task Analysis was used for the study, furthermore generalization probes were carried out in different contexts. The percentage of steps related to the Task Analysis of a first job interview, completed correctly and independently, during the pre and post probe sessions, was measured as a dependent variable. The intervention implemented involved the use of a Task Analysis, taught through role play, modelling and contingent reinforcement. For the participant, the training proved effective in increasing the percentage of adequate responses and behaviours provided independently during a job interview.
Keywords
Adolescence, Autism, Interview, Work placement.
