Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders

Abstract

The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a portable media player (Apple video iPod) as a means of teaching job-related tasks to four young adults with autism spectrum disorders. The videos were enhanced by adding written instructions. Results indicated that using the iPod was associated with immediate and substantial gains in the percentage of steps completed correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some community employment settings

Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills

“…In this study, point-of-view video models depicted the steps to be performed in an ADL task along with a verbal description of each step. The data in this study support Kellems and Morningstar (2012) and previous video-modeling research in which the use of video modeling has been shown to be effective with teaching ADLS and other skills such as vocational, social, and transitional skills.…”

“…This study extends the work of Kellems and Morningstar (2012) in several notable ways. First, we employed a more stringent mastery criterion.…”

“…Further, video modeling has proven successful in increasing complex response sequences (e.g., D'Ateno, Mangiapanello, & Taylor, 2003;Shipley-Benamou et al, 2002). More recently, video modeling has been demonstrated to serve as an effective prompt within the natural environment with the use of portable devices such as iPods and tablets (e.g., Burke et al, 2013;Kellems & Morningstar, 2012).…”

“…Further, video modeling has been used to teach a variety of different skills including daily living skills (Shipley-Benamou, Lutzker, & Taubman, 2002), task analyses (Bellini & Akullian, 2007), social skills (Apple, Billingsley, & Schwartz, 2005;Maione & Mirenda, 2006), and vocational skills in young adults with ASD (Kellems & Morningstar, 2012). Teaching activities of daily living skills (ADLS) typically requires that the learner perform the behavior in the natural environment.…”

“…The purpose of the study was to replicate and extend the study of Kellems and Morningstar (2012) and to address one of their self-imposed limitations by Bcollecting data on the amount of prompts needed to use the technology to determine if this impacts the effectiveness of the intervention^(p. 165). In this study, we taught two young men with ASD three ADLS using point-of-view video modeling and evaluated the number of prompts needed to produce performance on a step in a task.…”