Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review

Stephanie Gardner, Pamela Wolfe

Research output: Contribution to journalArticlepeer-review

36 Scopus citations

Abstract

Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living skills can foster independent functioning. This review examines interventions that implement video modeling and/or prompting to teach individuals with ASD daily living skills. The findings suggest that daily living skills can effectively be taught through technology-enhanced methods, with video prompting reported as being an effective intervention method and video modeling being somewhat effective at increasing skill acquisition for students with ASD. Future research must address the effect that various components of the interventions (e.g., model type, perspective, length of video, error correction procedures, prompting fading, voiceover, method of viewing the video) have on student performance. copyright 2013 by TASH.

Original languageEnglish (US)
Pages (from-to)73-87
Number of pages15
JournalResearch and Practice for Persons with Severe Disabilities
Volume38
Issue number2
DOIs
StatePublished - 2013

All Science Journal Classification (ASJC) codes

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

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