Graduate Student; Joint Program in Social Work and Developmental Psychology
About
Faculty Advisors: Matthew Smith, Shanna Kattari & Henry Wellman
Kari L. Sherwood is a Joint PhD student in Social Work and Developmental Psychology. Joining the LEVEL-UP lab in the UM School of Social Work in 2018, she assisted with the adaptation and evaluation of Virtual Interview Training for Transition-Age Youth (VIT-TAY), an intervention to help autistic youth practice job interview skills. Kari then assisted with the development of a new intervention, Work Chat: A Virtual Workday, aimed at helping autistic youth sustain employment through practicing social skills in a virtual workplace. She is interested in continuing to develop and evaluate technology-based interventions focused on improving employment outcomes for autistic people, including employer-targeted interventions to reduce microaggressions in the workplace. Kari uses mixed methods and implementation science in her research with a critical disability theory and social justice lens.
Publications:
1. Sherwood, K. & Kattari, S. (2021). Reducing ableism in social work education through universal design for learning and policy. Journal for Social Work Education, 1-14. https://doi.org/10.1080/10437797.2021.1997686
2. Sherwood, K., Smith, M. J., Ross, B., Johnson, J., Harrington, M., Blajeski, S., Dawalt, L., Bishop, L., & Smith, J. D. (in press). Mixed-methods implementation evaluation of virtual interview training for transition-age autistic youth in pre-employment transition services. Journal of Vocational Rehabilitation.
3. Smith, M.J., Sherwood, K., Ross, B., Oulvey, E.A., Atkins, M.S., Danielson, E., Jordan, N., & Smith, J.D. (2022). Scaling out virtual interview training for transition age youth: A quasi-experimental hybrid effectiveness-implementation study. Career Development and Transition for Exceptional Individuals.
4. Williams, E., Smith, M.J., Sherwood, K., Lovelace, T., & Bishop, L. (2021). Brief report: Initial evidence of depressive symptom disparities among black and white transition age autistic youth. Journal of Autism and Developmental Disorders, 1-6. https://doi.org/10.1007/s10803-021-05242-y
5. Smith, M. J., Sherwood, K, Ross, B., Smith, J. D., Smith DaWalt, L., Bishop, L., Humm, L., Elkins, J., & Steacy, C. (2021). Virtual interview training for autistic transition age youth: A randomized controlled feasibility and effectiveness trial. Autism: International Journal of Research and Practice, 25(6), 1536-1552, https://doi.org/10.1177/1362361321989928
6. Smith MJ, Smith JD, Sherwood K, Ross B, McRobert E, Jordan N, & Atkins M. (2021). Virtual reality job interview training in transition services: Results of a single-arm non-controlled effectiveness-implementation hybrid trial. Journal of Special Education Technology, 36(1), 3-17. https://doi.org/10.1177%2F0162643420960093
7. Smith MJ, Sherwood K, Blajeski S, Ross B, Smith JD, Jordan N, Dawalt L, Bishop L, & Atkins MS (2021). Job interview and vocational outcomes among transition-age youth receiving special education pre-employment transition services. Intellectual and Developmental Disabilities, 59(5): 405-421. https://doi.org/10.1352/1934-9556-59.5.405
8. Smith MJ, Pinto RM, Dawalt L, Smith JD, Sherwood K, Miles R, Taylor J, Hume K, Dawkins T, Baker-Ericzen M, Frazier T, Humm L, & Steacy C. (2020). Adapting virtual reality job interview training for transition-age youth on the autism spectrum. Research in Autism Spectrum Disorders, 71. https://doi.org/10.1016/j.rasd.2019.101498
