Table 3.
Content Adaptations for Virtual Reality Job-Interview Training.
| Component 1: Virtual Interview | |||
| Adaptation Type | Existing VR-JIT | Adapted VR-JIT | Identified by |
| Tailoring | Virtual interviewer Molly Porter has subtle expressions | Increase expressiveness for easy level; medium and hard levels remain subtle | TAY-ASD; Stakeholders; CAB; SAB |
| Feedback provided during interview uses complete sentences | Simplify feedback into bullet points of information | TAY-ASD; Stakeholders; CAB; SAB |
|
| Three independent levels of difficulty | Integrate a formal progression into VR-JIT’s structure (e.g., require learner to complete three interviews on easy level before moving to medium level) | SAB | |
| All scoring objectives are introduced before the easy interview | Rename “Scoring Objectives” to “Learning Goals;” Use scaffolding to introduce new learning goals as learner progresses from easy to hard interviews; group learning goals into larger categories | SAB | |
| Disability and criminal justice statements emphasize adult experiences | Tailor disability and criminal justice responses to be more age-appropriate | CAB | |
| Adding | One female interviewer | One male, one female interviewer | TAY-ASD; Stakeholders; CAB; SAB |
| Interviewer is Caucasian | Interviewers will be African American and Latinx | Stakeholders; CAB; SAB | |
| VR-JIT lacks a legend | Add a legend to interpret color coding for feedback and SIMantha’s nonverbal cues | TAY-ASD; Stakeholders | |
| VR-JIT instructions | Add instructions on how to change topics with virtual interviewer | TAY-ASD; Stakeholders | |
| Current scoring objectives include (1) comfort level, (2) hard worker, (3) easy to work with, (4) negotiation, (5) interest in position, (6) honesty, (7) professionalism, (8) sharing things positively | Add (9) discussing strengths, (10) addressing limited job experience, and (11) overcoming limitations as new scoring objectives (using the new ‘Learning Goal’ terminology) | TAY-ASD; Stakeholders; CAB; SAB |
|
| VR-JIT lacks statements for virtual interviewer | Add “Tell me more” or “How” statements for virtual interviewer | CAB | |
| Molly asks if trainee has questions once per interview | Add more opportunities for Molly to ask if trainee has any questions | SAB | |
| VR-JIT lacks connection to content in Interview Basics | Add links in feedback to connect learners to content in Interview Basics | SAB | |
| VR-JIT lacks opportunity to ask for additional time | Add opportunity to ask for additional time before answering a question during interview (e.g., “check notes,” “a moment to think”) | SAB | |
| Shortening | Each question includes 10–15 response options | Each question includes 5–8 response options | TAY-ASD; Stakeholders; CAB; SAB |
| Each interview lasts 25–30 minutes | Easy interviews last 10–12 minutes, medium interviews 15 minutes, and hard interviews 16–18 minutes | CAB; SAB | |
| Removing | Includes negotiation scoring objective | Remove negotiation from the learning goals | CAB; SAB |
| Includes questions about “dream job” | Remove questions related to “dream job” | CAB | |
| Component 2. Interview Basics | |||
| Modification | Existing VR-JIT | Adapted VR-JIT | Adaptations Identified by |
| Tailoring | Sixth-grade reading level | Fourth-grade reading level | Adult Experts; CAB; SAB |
| Content is formatted in sentences and paragraphs | Reformat content using bullet points, visual imagery, and voiceover | TAY-ASD; Stakeholders; CAB; SAB | |
| Provides basic introduction to the Americans with Disabilities Act (ADA) and provides tips on deciding to disclose that one has a disability; tips on how to share; tips on asking for accommodations | Update ADA language so that it is more applicable to youth in transition: i Recommend talking with a trusted adult ii Provide questions to consider when making the decision to disclose iii iii. Provide suggestions for how to disclose if one chooses to |
CAB; SAB | |
| General titles (e.g., “Talking with Molly” contains introduction to Wondersmart, the Molly character, and scoring objectives) | Modify titles to be more specific (e.g., “Before You Practice with Molly”) | CAB | |
| Jobs at Wondersmart listed with brief descriptions | Categorize jobs by type of work (e.g., independent, team-based, routine-based); provide visual images of specific job duties being completed | CAB; TAY-ASD (Member Check) | |
| Adding | VR-JIT lacks content connected to scoring objectives (now renamed learning goals) | Add educational content connected to new learning goals: discussing strengths, addressing limited job experience, and overcoming limitations | TAY-ASD; Stakeholders |
| VR-JIT lacks links to other trainings | Link content to public videos and trainings, if possible | TAY-ASD; Stakeholders; CAB; SAB | |
| Content organized in the form of reference materials (i.e., one outline of information that does not require a specific order) | Create modules with specific objectives, targeted content, and comprehension checks | CAB; SAB | |
| Examples of responses to questions about prior convictions | Expand content related to prior convictions to include when to share, tips on deciding to share, and tips on how to share | CAB; SAB | |
| VR-JIT lacks integration of positive responses and feedback | Provide examples of positive responses to questions demonstrated by video of SIMantha; negative examples provided in text; tie examples into the feedback at the end of the interview | SAB | |
| Shortening | No recommendations | TAY-ASD; Stakeholders; CAB; SAB | |
| Removing | No recommendations | TAY-ASD; Stakeholders; CAB; SAB | |
| Component 3. Job Application | |||
| Modification | Existing VR-JIT | Adapted VR-JIT | Adaptations Identified by |
| Tailoring | No recommendations | TAY-ASD; Stakeholders; CAB; SAB | |
| Adding | Existing jobs at Wondersmart: cashier, inventory worker, food service worker, grounds worker, stock clerk, janitor, customer service, security | Introduce new jobs at Wondersmart: greeter, tech support, Web development, data entry, fast food worker, auto service, child care | TAY-ASD; Stakeholders; CAB; SAB |
| Shortening | No recommendations | TAY-ASD; Stakeholders; CAB; SAB | |
| Removing | No recommendations | TAY-ASD; Stakeholders; CAB; SAB | |
| Component 4: Social Storytelling | |||
| Modification | Existing VR-JIT | Adapted VR-JIT | Adaptations Identified by |
| Tailoring | SIMantha provides feedback during the virtual interview | SIMantha is your guide through the training (e.g., introducing the training program, providing feedback after the interview) | SAB |
| Adding | VR-JIT lacks description of the training | Provide video introduction that describes the training, promotes Wondersmart, and introduces the virtual interviewers | TAY-ASD; Stakeholders; CAB; SAB |
| VR-JIT lacks a token economy | Add a token economy where learners earn tokens for completing modules in Interview Basics and virtual interviews; tokens are used to ask SIMantha questions about herself to learn more about her | CAB; SAB | |
| VR-JIT lacks feedback about scoring objectives | Create videos of SIMmantha providing feedback about each learning goal | SAB | |
| Shortening | No recommendations | TAY-ASD; Stakeholders; CAB; SAB | |
| Removing | No recommendations | TAY-ASD; Stakeholders; CAB; SAB | |
Note: The level of delivery is at the system level for each adaptation.
Abbreviations. Virtual Reality Job-Interview Training (VR-JIT); Transition-Age Youth with Autism Spectrum Disorders (TAY-ASD); Community Advisory Board (CAB); Scientific Advisory Board (SAB).