Abstract
Three elementary students with autism spectrum disorders (ASD) participated in this study, which compared video self-prompting using individualized videos and video self-prompting using non-specific videos. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target skill. The student then performs individual steps of the skill before proceeding to the next video clip. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. Improvements were noted for both the individualized and the non-specific video-prompts for all three students and all six skills. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills 2 and 4 weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 378-392 |
| Number of pages | 15 |
| Journal | Education and Training in Autism and Developmental Disabilities |
| Volume | 53 |
| Issue number | 4 |
| State | Published - Dec 1 2018 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
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Comparison of individualized and non-specific video-prompts to teach daily living skills to students with autism spectrum disorders. / Monaco, Sarah Domire; Wolfe, Pamela S.
In: Education and Training in Autism and Developmental Disabilities, Vol. 53, No. 4, 01.12.2018, p. 378-392.Research output: Contribution to journal › Article
TY - JOUR
T1 - Comparison of individualized and non-specific video-prompts to teach daily living skills to students with autism spectrum disorders
AU - Monaco, Sarah Domire
AU - Wolfe, Pamela S.
PY - 2018/12/1
Y1 - 2018/12/1
N2 - Three elementary students with autism spectrum disorders (ASD) participated in this study, which compared video self-prompting using individualized videos and video self-prompting using non-specific videos. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target skill. The student then performs individual steps of the skill before proceeding to the next video clip. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. Improvements were noted for both the individualized and the non-specific video-prompts for all three students and all six skills. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills 2 and 4 weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed.
AB - Three elementary students with autism spectrum disorders (ASD) participated in this study, which compared video self-prompting using individualized videos and video self-prompting using non-specific videos. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target skill. The student then performs individual steps of the skill before proceeding to the next video clip. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. Improvements were noted for both the individualized and the non-specific video-prompts for all three students and all six skills. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills 2 and 4 weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed.
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UR - http://www.scopus.com/inward/citedby.url?scp=85057777351&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85057777351
VL - 53
SP - 378
EP - 392
JO - Education and Training in Autism and Developmental Disabilities
JF - Education and Training in Autism and Developmental Disabilities
SN - 2154-1647
IS - 4
ER -