title: A systematic review of vocational interventions for young adults with autism spectrum disorders.
abstract: OBJECTIVE
  Many individuals with autism spectrum disorders (ASDs) are approaching adolescence and young adulthood; interventions to assist these individuals with vocational skills are not well understood. This study systematically reviewed evidence regarding vocational interventions for individuals with ASD between the ages of 13 and 30 years.
  
  
  METHODS
  The Medline, PsycINFO, and ERIC databases (1980-December 2011) and reference lists of included articles were searched. Two reviewers independently assessed each study against predetermined inclusion/exclusion criteria. Two reviewers independently extracted data regarding participant and intervention characteristics, assessment techniques, and outcomes, and assigned overall quality and strength of evidence ratings based on predetermined criteria.
  
  
  RESULTS
  Five studies were identified; all were of poor quality and all focused on on-the-job supports as the employment/vocational intervention. Short-term studies reported that supported employment was associated with improvements in quality of life (1 study), ASD symptoms (1 study), and cognitive functioning (1 study). Three studies reported that interventions increased rates of employment for young adults with ASD.
  
  
  CONCLUSIONS
  Few studies have been conducted to assess vocational interventions for adolescents and young adults with ASD. As such, there is very little evidence available for specific vocational treatment approaches as individuals transition to adulthood. All studies of vocational approaches were of poor quality, which may reflect the recent emergence of this area of research. Individual studies suggest that vocational programs may increase employment success for some; however, our ability to understand the overall benefit of supported employment programs is limited given the existing research.
authors.affiliation: Department of Pediatrics, Vanderbilt Kennedy Center, Vanderbilt University, Nashville, Tennessee 37203, USA. julie.l.taylor@vanderbilt.edu
authors.forename: Julie Lounds
authors.initials: JL
authors.lastname: Taylor
authors.forename: Melissa L
authors.initials: ML
authors.lastname: McPheeters
authors.forename: Nila A
authors.initials: NA
authors.lastname: Sathe
authors.forename: Dwayne
authors.initials: D
authors.lastname: Dove
authors.forename: Jeremy
authors.initials: J
authors.lastname: Veenstra-Vanderweele
authors.forename: Zachary
authors.initials: Z
authors.lastname: Warren
mesh_terms: D000293:Adolescent; D000328:Adult; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology / Q000628:therapy*; D003071:Cognition; D016832:Employment, Supported; D006801:Humans; D011788:Quality of Life; D055815:Young Adult