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Because many individuals with developmental disabilities prefer to be as independent as possible, strategies need to be developed to teach them functional skills. Video prompting is a fairly new technology, in which a person learns to engage in a complex behavior by viewing steps of a task analysis on video. The steps are broken down so that the task is more manageable for the individual. The present study evaluated how many steps needed to be presented in the video model for the learner to acquire a functional skill. Three individuals between the ages of 17 and 29 and diagnosed with mental retardation were selected as participants. The target behaviors were to complete a 10 component laundry skill in a group home setting. Starting with viewing the entire task on video, the task was broken down into halves, then thirds, and so on until the individual performed all steps to criterion. A multiple baseline design was used to show the results of the video prompting procedure. The results showed that one individual learned the task with 5 steps in each video segment, another learned the task with the video broken into 4, 3, and 3 segments, and the final participant did not learn from video. For this participant, a least to most prompting procedure was effective.

The purpose of this study was to teach four preschool children with autism spectrum disorder (ASD) to wash their hands independently using a video modeling-based intervention package. A research questions was asked: Is there a functional relation between a video modeling-based intervention package and increases in level and trend for washing hands independently? A multiple probe across participants design was used to answer this question. Results indicated that the intervention package had functional relation with the increase in level and trend of the three participants’ performance in washing hands. The intervention package of video modeling and least-to-most prompting was found to be effective to teach the participants the skills taught.

Individuals with autism spectrum disorder (ASD) experience difficulties with learning age-appropriate daily living skills (DLS) at their homes, schools, and in the community. Such skills are significant for independent life, post-school education, employment, and overall quality of life. Video prompting (VP) is a teaching practice that has demonstrated positive outcomes in teaching a variety of DLS to individuals with ASD. The overarching purpose of this collected papers dissertation was to investigate the effects of VP interventions on improving DLS of individuals with ASD. This dissertation included two separate papers. The first paper was a meta-analysis that examined the overall effect of VP when teaching DLS to individuals with ASD across single-case research design (SCRD) studies. An analysis of potential moderators was also examined: VP intervention types, participants’ ages, and participants’ disabilities. There were 54 participantsacross17 studies meeting the study’s inclusion criteria. The results demonstrated a high-moderate effect size (ES) for VP on the acquisition of DLS across 17 studies including 54 participants. The analysis of potential moderators showed no significant differences across all moderator variables. Limitations and implications for research and practices are provided in Chapter II. The second paper was a SCRD study comparing the effects of VP alone to least-to-most prompting alone on improving three office-related tasks to secondary-aged children with developmental disabilities. An adapted alternating treatment design (AATD), including baseline, comparison, best treatment, and final treatment phases was used to examine the interventions. Data related to the effects, efficiency, and social validity of both interventions were collected to address the research questions. Video prompting was effective for all participants, while least-to-most promoting was effective for two participants. Also, VP was more efficient than least-to-most prompting in terms of sessions-to-criterion and percent of errors for all participants. Least-to-most prompting was more efficient than VP in terms of the total duration of teaching time for all participants. Finally, all participants and their teachers reported positive perspectives regarding the study’s procedures and outcomes. Limitations, future research, and implications for practices are discussed in Chapter III. Lastly, the summary of the entire dissertation and extended discussions of both papers are presented in Chapter IV.