Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders

Abstract

Three male high school students with autism spectrum disorders participated in this study. Vocational and daily living skills were taught using video prompting via an iPhone. Specifically, using a washing machine, making noodles, and using a copy machine were taught. A multiple probe design across behaviors replicated across participants was used to evaluate the effectiveness of the intervention. Results indicate that the three participants increased performance across all behaviors by increasing the percent of steps performed independently. This study introduces a novel approach to using instructional video, in that two of the three students were able to learn how to selfprompt with the iPhone and ultimately teach themselves the target skills. Maintenance probes were also conducted and the iPhone had to be returned to all three participants for two out of three behaviors for a return to criterion levels. In addition to study limitations, implications for practice for video self-prompting are discussed.

Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder: Predictors, Impact, and Interventions

“…Four studies taught participants the skill of wearing a "WalkAround" costume and promoting stores or entertaining customers (Allen et al 2010a(Allen et al , b, 2012Burke et al 2010). Photocopying skills were targeted in two studies (Bennett et al 2013c;Bereznak et al 2012), one of which also taught additional vocational skills of using a washing machine and making noodles (Bereznak et al 2012). Interview skills were successfully taught in one study (Strickland et al 2013).…”

“…Seven of the studies used video modeling interventions (Allen et al 2010a, b;Alexander et al 2013;Bennett et al 2013a;Bereznak et al 2012;Burke et al 2013;Kellems and Morningstar 2012) which involved showing participants a videotape of a person(s) engaging in the target behavior (Flynn and Healy ASD autism spectrum disorder, ID intellectual disability, AS Asperger's syndrome, ADHD attention deficit hyperactivity disorder, PDD-NOS pervasive developmental disorder-not otherwise specified 2012). A further two studies used video modeling in combination with other procedures such as audio cuing, and visual supports (Allen et al 2012;Strickland et al 2013).…”

Computer-Assisted Interventions for Students with Autism Spectrum Disorders within School-Based Contexts: A Quantitative Meta-Analysis of Single-Subject Research

“…Specifically, seven of the studies targeted social behaviors (Bernard-Opitz et al 2001;Cheng and Ye 2010;Hetzroni and Tannous 2004;Murdock et al 2013;Sansosti and Powell-Smith 2008;Simpson et al 2004;Whalen et al 2006), nine studies targeted behavioral skills (Ayres et al 2009;Bereznak et al 2012;Cihak et al 2010;Flores et al 2012;Hagiwara and Smith-Myles 1999;Mancil et al 2009;Mechling et al 2006Mechling et al , 2009Soares et al 2009), and 12 studies targeted academic skills (Bosseler and Massaro 2003;Coleman-Martin et al 2005;Ganz et al 2014;Hetzroni and Shalem 2005;Pennington 2010;Schlosser and Blischak 2004;Simpson and Keen 2010;Smith 2013;Smith-Myles et al 2007;Soares et al 2009;Yaw et al 2011). The computer-assisted interventions implemented within the studies ranged in length from 3 to 30 sessions.…”

Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

“…(Mechling et al 2009a(Mechling et al , 2009b [13]. Debora M. Kagohara et al (2010) suggest an alternative solution for individuals with autism and limited speech.…”