Abstract
Three male high school students with autism spectrum disorders participated in this study. Vocational and daily living skills were taught using video prompting via an iPhone. Specifically, using a washing machine, making noodles, and using a copy machine were taught. A multiple probe design across behaviors replicated across participants was used to evaluate the effectiveness of the intervention. Results indicate that the three participants increased performance across all behaviors by increasing the percent of steps performed independently. This study introduces a novel approach to using instructional video, in that two of the three students were able to learn how to self-prompt with the iPhone and ultimately teach themselves the target skills. Maintenance probes were also conducted and the iPhone had to be returned to all three participants for two out of three behaviors for a return to criterion levels. In addition to study limitations, implications for practice for video self-prompting are discussed.
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Acknowledgments
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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Bereznak, S., Ayres, K.M., Mechling, L.C. et al. Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders. J Dev Phys Disabil 24, 269–285 (2012). https://doi.org/10.1007/s10882-012-9270-8
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DOI: https://doi.org/10.1007/s10882-012-9270-8