Effects of video prompting techniques on teaching daily living skills to children with autism spectrum disorders

A review

Sarah C. Domire, Pamela S. Wolfe

Research output: Contribution to journalReview article

5 Citations (Scopus)

Abstract

Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills into steps that are then performed directly after viewing each clip. The present review examined studies using video prompting techniques to teach functional and daily living skills to individuals with autism spectrum disorders (ASD). The focus of the review was on evaluation of the effectiveness of video prompting and the factors that affect student attention to the video, retention of target behavior, production of target behavior, and motivation. Results showed that video prompting was an effective intervention for teaching a wide array of target skills and that students with ASD were able to generalize and maintain the acquired skills. Video prompting was also shown to be more effective than both static picture prompts and video modeling techniques in terms of percentage of correct independent responding. Suggestions for practice and future research are discussed.

Original languageEnglish (US)
Pages (from-to)211-226
Number of pages16
JournalResearch and Practice for Persons with Severe Disabilities
Volume39
Issue number3
DOIs
StatePublished - Sep 1 2014

Fingerprint

Teaching
Students
Surgical Instruments
Motivation
Research
Autism Spectrum Disorder

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

Cite this

@article{a0ae5e3df5844ce7a85dc30bb4da249f,
title = "Effects of video prompting techniques on teaching daily living skills to children with autism spectrum disorders: A review",
abstract = "Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills into steps that are then performed directly after viewing each clip. The present review examined studies using video prompting techniques to teach functional and daily living skills to individuals with autism spectrum disorders (ASD). The focus of the review was on evaluation of the effectiveness of video prompting and the factors that affect student attention to the video, retention of target behavior, production of target behavior, and motivation. Results showed that video prompting was an effective intervention for teaching a wide array of target skills and that students with ASD were able to generalize and maintain the acquired skills. Video prompting was also shown to be more effective than both static picture prompts and video modeling techniques in terms of percentage of correct independent responding. Suggestions for practice and future research are discussed.",
author = "Domire, {Sarah C.} and Wolfe, {Pamela S.}",
year = "2014",
month = "9",
day = "1",
doi = "10.1177/1540796914555578",
language = "English (US)",
volume = "39",
pages = "211--226",
journal = "Research and Practice for Persons with Severe Disabilities",
issn = "1540-7969",
publisher = "Association for Persons with Severe Handicaps",
number = "3",

}

TY - JOUR

T1 - Effects of video prompting techniques on teaching daily living skills to children with autism spectrum disorders

T2 - A review

AU - Domire, Sarah C.

AU - Wolfe, Pamela S.

PY - 2014/9/1

Y1 - 2014/9/1

N2 - Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills into steps that are then performed directly after viewing each clip. The present review examined studies using video prompting techniques to teach functional and daily living skills to individuals with autism spectrum disorders (ASD). The focus of the review was on evaluation of the effectiveness of video prompting and the factors that affect student attention to the video, retention of target behavior, production of target behavior, and motivation. Results showed that video prompting was an effective intervention for teaching a wide array of target skills and that students with ASD were able to generalize and maintain the acquired skills. Video prompting was also shown to be more effective than both static picture prompts and video modeling techniques in terms of percentage of correct independent responding. Suggestions for practice and future research are discussed.

AB - Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills into steps that are then performed directly after viewing each clip. The present review examined studies using video prompting techniques to teach functional and daily living skills to individuals with autism spectrum disorders (ASD). The focus of the review was on evaluation of the effectiveness of video prompting and the factors that affect student attention to the video, retention of target behavior, production of target behavior, and motivation. Results showed that video prompting was an effective intervention for teaching a wide array of target skills and that students with ASD were able to generalize and maintain the acquired skills. Video prompting was also shown to be more effective than both static picture prompts and video modeling techniques in terms of percentage of correct independent responding. Suggestions for practice and future research are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84923833709&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84923833709&partnerID=8YFLogxK

U2 - 10.1177/1540796914555578

DO - 10.1177/1540796914555578

M3 - Review article

VL - 39

SP - 211

EP - 226

JO - Research and Practice for Persons with Severe Disabilities

JF - Research and Practice for Persons with Severe Disabilities

SN - 1540-7969

IS - 3

ER -