What step would best promote the use of self-advocacy skills for high school students with ASD seeking jobs?

The choice of having students complete interest inventories for job searches is particularly effective in promoting self-advocacy skills among high school students with Autism Spectrum Disorder (ASD). This approach empowers students by encouraging them to reflect on their own interests, strengths, and preferences related to future employment. When students engage in this self-assessment process, they gain a clearer understanding of what types of jobs might suit them best, which is a critical aspect of advocating for their needs and desires in a career context.

Interest inventories help students articulate their aspirations and skills, which not only aids them in job searches but also builds their confidence. As they identify their passions and competencies, they become more capable of expressing themselves to potential employers about what they are looking for in a job and how their skills align with available opportunities. This self-awareness fosters a sense of agency and encourages them to communicate effectively about their employment goals, thereby enhancing their overall self-advocacy capabilities.

While the other options also contribute positively to job readiness, they do not specifically focus on the development of self-advocacy skills in the same manner. By completing interest inventories, students take an active role in planning their futures, which is fundamental to becoming effective self-advocates in the workforce.