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

Area of Science:

• Behavior analysis
• Autism spectrum disorder interventions
• Instructional technology

Background:

• Video-based instruction is effective for teaching functional living skills to individuals with autism spectrum disorder (ASD).
• Limited research compares the efficacy of different video modalities, such as video modeling versus video prompting.
• Practitioners require empirical data to guide the selection of video-based instructional procedures.

Purpose of the Study:

• To compare the effectiveness and efficiency of point-of-view video modeling and video prompting.
• To assess skill acquisition, on-task behavior, generalization, and maintenance of meal preparation skills.
• To evaluate the social validity of the procedures and outcomes with stakeholders.

Main Methods:

• An adaptive alternating-treatments design with a baseline was employed.
• Four adolescents with autism spectrum disorder participated in the study.
• The study evaluated the percentage of meal preparation tasks completed correctly and on-task behavior.

Main Results:

• Video modeling was effective and efficient for meal preparation skill acquisition in 3 out of 4 participants.
• Video prompting resulted in a higher number of errors compared to video modeling across all participants.
• Acquired skills demonstrated generalization to an untrained setting and were maintained at a 3-week follow-up.

Conclusions:

• Point-of-view video modeling appears to be a more effective and efficient method than video prompting for teaching meal preparation skills to adolescents with ASD.
• The findings support the use of video modeling for skill acquisition, generalization, and maintenance in this population.
• The procedures, goals, and outcomes were deemed socially valid by stakeholders, indicating practical relevance.