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

• Published in: Journal of special education technology Vol. 34; no. 3; pp. 147 - 161
• Main Authors: Gardner, Stephanie J., Wolfe, Pamela S.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.09.2019; SAGE PUBLICATIONS, INC
• Subjects: Adolescents; Autism; Autism Spectrum Disorders; Cues; Daily Living Skills; Error Correction; Error correction & detection; High School Students; Instructional Effectiveness; Intervention; Multimedia Instruction; Pervasive Developmental Disorders; Prompting; Public Schools; Sanitation; Skill Development; Skills; Students with Disabilities; Teaching Methods; Teenagers; Video Technology; Pennsylvania; instructional technology; small N/single-subject design; methodologies; video applications; functional academics; technology perspectives; content/curriculum area; trauautism; exceptionality
• ISSN: 0162-6434; 2381-3121
• DOI: 10.1177/0162643418802666

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.