Study participants will be receiving their community-based or school-based services as usual that may include but is not limited to vocational skill training, daily living skill training, and social skill training.

15 item self-report using a modified version of the brief Personal Report of Public Speaking Apprehension (PRSPA; McCroskey, 1970). After reviewing the brief PRSPA, we selected and reframed 10 items using a three point Likert-type scale (0 = "not at all," 1 = "sometimes," and 2 = "often"). Higher scores indicated higher anxiety, and scores could range from 0 to 26.

Obtained a part-time or full-time community-based job as completed via a self-report measure yes/no question. This survey could have been completed by either participants themselves, parents, or teachers.

In addition to the services as usual comparator, participants will participate in Virtual Reality Job Interview Training.

Virtual Reality Job Interview Training: Students will engage in didactic training related to strategies to perform well during a job interview as well as repeated practice with a virtual hiring manager. Throughout and after completion of the virtual interviews, participants will receive feedback on their performance.

Services as Usual: Study participants will be receiving their community-based or school-based services as usual that may include but is not limited to vocational skill training, daily living skill training, and social skill training.

Total of all reporting groups

Measure was collected by parents/teachers about the autism participants. These are the total T-Scores indicating deficiencies in reciprocal social behavior. The T-Score has a mean of 50 points with a standard deviation of 10 points. Greater than or equal to 76T means that deficiencies in reciprocal social behavior are clinically significant and strongly associated with a clinical diagnosis of autism. Ranges 66T-75T indicate Moderate deficiencies, 60T-65T indicate Mild deficiencies, and 59T or lower indicate Normal. There were 65 questions on a scale from 1 (not true) to 4 (almost always true).

Cognitive ability was measured using the National Institute of Health (NIH) Toolbox. The Fluid Composite score was created by averaging the standard scores of 5 of the subtests, then deriving standard scores based on the new distribution. Crystallized Composite Score was created by using 2 subtests, with the score being created by averaging the standard scores of each of the measures, and then deriving standard scores based on the new distribution. Higher scores indicate higher levels of functioning for both composites. These are T-Score averages, with a normative mean of 50 and SD of 10.

This survey measures depressive symptoms and was 13 items with higher scores indicating higher depressive symptoms. Items were rated on a scale of 0 (Not True), 1 (Sometimes), or 2 (True). The range of scores was 0-26.

Internalizing and externalizing behaviors were measured with the standardized child behavior checklist (CBCL) and adult behavior checklist (ABCL). These forms rated 118 trait behaviors reflecting internalizing behaviors (anxious/depressed, somatic complaints, withdrawn, etc.) and externalizing behaviors (rule-breaking, aggressive behavior, etc.). Behaviors were rated on a three-point scale of 0 (not true) to 1 (very true), where higher total t-scores reflected more behaviors. Internalizing and Externalizing t-scores both have a mean of 50 and a standard deviation of 10.

In addition to the services as usual comparator, participants will participate in Virtual Reality Job Interview Training.

Virtual Reality Job Interview Training: Students will engage in didactic training related to strategies to perform well during a job interview as well as repeated practice with a virtual hiring manager. Throughout and after completion of the virtual interviews, participants will receive feedback on their performance.

Services as Usual: Study participants will be receiving their community-based or school-based services as usual that may include but is not limited to vocational skill training, daily living skill training, and social skill training.

9 item self-report consisting of 11 items on a 5-point Likert-type scale, with 1 indicating "Not at all" and 5 indicating "Very True". The range of scores is from 11 to 55, with higher scores indicating more self-efficacy/motivation to complete job interviews, which is a better outcome.

15 item self-report using a modified version of the brief Personal Report of Public Speaking Apprehension (PRSPA; McCroskey, 1970). After reviewing the brief PRSPA, we selected and reframed 10 items using a three point Likert-type scale (0 = "not at all," 1 = "sometimes," and 2 = "often"). Higher scores indicated higher anxiety, and scores could range from 0 to 26.

Obtained a part-time or full-time community-based job as completed via a self-report measure yes/no question. This survey could have been completed by either participants themselves, parents, or teachers.

Competitive Employment

Participants self-reported level of depressive symptoms at pre-test and post-test using the brief version of the Mood and Feelings Questionnaire (b-MFQ; Angold et al., 1995). The measure include 13 items on a scale of 0 to 2, with a total range of 0 to 26. Scores of 12 or greater suggest clinical depression, so higher scores indicate higher depressive symptoms, which is a negative outcome.

N = number of students who completed the survey. We are missing 1 survey from an intervention participant at post-test.

In addition to the services as usual comparator, participants will participate in Virtual Reality Job Interview Training.

Virtual Reality Job Interview Training: Students will engage in didactic training related to strategies to perform well during a job interview as well as repeated practice with a virtual hiring manager. Throughout and after completion of the virtual interviews, participants will receive feedback on their performance.

Services as Usual: Study participants will be receiving their community-based or school-based services as usual that may include but is not limited to vocational skill training, daily living skill training, and social skill training.