A Comparison of Video Modeling and Video Prompting by Adolescents with ASD

Effectiveness of Video Prompting Versus Picture Prompting in Improving Daily Living Skills of Autistic Children

IMPORTANCE

Static picture (SP) schedules are an established intervention for children with autism spectrum disorder (ASD), but the use of video modeling (VM) has not been thoroughly investigated.

OBJECTIVE

To compare the effectiveness of VM prompts versus SP prompts in improving autistic children's independence with daily living skills.

DESIGN

An experimental alternating treatment design.

SETTING

Approved private school for children with disabilities.

PARTICIPANTS

Seventeen participants (13 male and 4 female; ages 9-18 yr) with an ASD diagnosis.

INTERVENTION

Visual prompts using a tablet were provided during task participation, with data collected in two phases.

OUTCOMES AND MEASURES

Type and frequency of the prompts required to complete the task were documented for each participant during the intervention session.

RESULTS

Both VM and SP conditions resulted in improvements in at least one phase. Most participants demonstrated a decrease in the number of required cues to complete the task and an increase in independence to complete the task. The decrease in number of cues required from baseline to end of data collection indicated clinically meaningful improvement in task completion.

CONCLUSION

Both VM and SP prompts resulted in an increase in independence in daily living skills, with most participants demonstrating improvement in either condition, indicating that the use of visual prompts (either VM or SP) is effective with the ASD population. Plain-Language Summary: Occupational therapy practitioners who work with autistic children and adolescents often identify improving daily living skills as a goal area. Findings from this study build on evidence that supports the use of a visual aid (either static picture or video modeling) to improve autistic children's acquisition of daily living skills. The findings also highlight emerging evidence related to the level of function and effectiveness associated with the type of visual cue. Positionality Statement: This article primarily uses identity-first language (i.e., autistic person) and at times person-first language (i.e., person with autism) to reflect the variability in the language preferences of the autism community (Lord et al., 2022).

Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting

Students with intellectual and other developmental disabilities often require substantial support to acquire the skills needed to secure work experience and paid employment. Prior findings suggest that video prompting is likely to be an effective and feasible strategy for establishing such skills. To evaluate this possibility in a special education transition program, we examined the effectiveness of a video prompting procedure in teaching 8 young adults with developmental disabilities to perform job-related tasks (doing laundry, checking in to work, vacuuming, stripping bed). The intervention was effective with all participants. The skills maintained over 3 months, and the participants performed the tasks accurately in a new setting with different materials. Participants were reportedly satisfied with the intervention and deemed it easy to use.

Video-based instruction in enhancing functional living skills of adolescents and young adults with autism spectrum disorder and their transition to independent living: a review

Individuals with Autism Spectrum Disorder (ASD) deal with impairments in functional living skills. Video-based instruction (VBI) has been used for teaching and enhancing functional living skills for adolescents and young adults with ASD. This literature review of 19 relevant reports investigates various different types of VBI used in the studies. It explores the utilization and efficacy of VBI in enhancing the functional living capabilities of adolescents and young adults with ASD. Social skills were taught in most of the included studies. Only two studies focused on workplace social skills, three on vocational skills, and one on academic skills. The findings demonstrate that video modeling (VM) alone or in conjunction with other methods or strategies, is the method most often used in enhancement of functional living skills in adolescents and young adults with ASD.