Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings

Abstract

Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM and SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.

Teaching Students With Autism Spectrum Disorder and Intellectual Disability to Independently Access and Use Point-Of-View Video Models for Virtual Instruction

“…Video modeling types can vary as evidenced in Table 1 and have been used to teach academic and social skills to students with ASD and ID (Mason et al, 2013; Park et al, 2019). In the literature, video modeling is typically paired with additional evidence-based strategies such as prompting, reinforcement, or a task analysis (Carrero & Fuller, 2021; Moore et al, 2013; Reyes et al, 2022). Video modeling is beneficial in reducing distractions, allowing for instruction to be individualized across students with differing cognitive abilities, and providing a model for a new skill that can be watched or paused as many times as is necessary for individual understanding (Hughes & Yakubova, 2016; Mason et al, 2013; Park et al, 2019).…”