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A Comparison of Video Modeling and Video Prompting by Adolescents with ASD
Journal Title
Behavior Analysis in Practice
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Publication Date
2020-01-16
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13
Publication Issue
1
Publication Begin
40
Publication End
52
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Abstract
Video-based instruction has been effective in teaching a range of skills, including functional living skills, to individuals with autism spectrum disorder. Few studies have compared the efficacy and efficiency across video modality-specifically, comparing video modeling to video prompting. Consequently, practitioners have little empirical guidance when selecting between procedural variations of video-based instruction. Using an adaptive alternating-treatments design with a baseline, we evaluated the comparative effectiveness of point-of-view video modeling and video prompting on the percentage of meal preparation tasks completed correctly and on-task behavior with 4 adolescents with autism spectrum disorder. We found video modeling to be effective and efficient in the acquisition of meal preparation skills across 3 of the 4 participants. Across participants, video prompting resulted in more errors than video modeling did. Skills generalized to an untrained location and were maintained at a 3-week follow-up. Stakeholders reported procedures, goals, and outcomes as socially valid.
Citation
Thomas EM, DeBar RM, Vladescu JC, Townsend DB. A Comparison of Video Modeling and Video Prompting by Adolescents with ASD. Behav Anal Pract. 2020 Jan 16;13(1):40-52. doi: 10.1007/s40617-019-00402-0. PMID: 32231966; PMCID: PMC7070110.