Results of a Video Prompting Intervention Package Impacting Dishwashing Skill Acquisition for Adolescents With Autism

Stephanie J. Gardner, Pamela S. Wolfe

Research output: Contribution to journalArticle

Abstract

In order to maximize the future level of independence learners with autism spectrum disorder display, daily living tasks can be taught in K–12 programs using a variety of instructional methods, including video-based instruction. This study investigated the effectiveness of an instructional package including video priming and prompting along with a graduated guidance error correction procedure to teach dish washing skills to four adolescents with autism. A multiple baseline across participants design demonstrated that three of the four participants acquired dishwashing skills upon introduction of the intervention. In addition, two participants were able to generalize their performance to two novel settings and maintain their skills for up to 3-week postintervention. Future research should further explore the efficacy of error correction procedures used with video prompting and the impact that these procedures have on student learning and skill retention.

Original languageEnglish (US)
Pages (from-to)147-161
Number of pages15
JournalJournal of Special Education Technology
Volume34
Issue number3
DOIs
StatePublished - Sep 1 2019

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Error correction
autism
video
adolescent
Washing
Display devices
Students
instruction
learning
performance
student

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

Cite this

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Results of a Video Prompting Intervention Package Impacting Dishwashing Skill Acquisition for Adolescents With Autism. / Gardner, Stephanie J.; Wolfe, Pamela S.

In: Journal of Special Education Technology, Vol. 34, No. 3, 01.09.2019, p. 147-161.

Research output: Contribution to journalArticle

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