This study investigated effects of video prompting using an iPod Touch to teach recipe-following to four 16-19 year-old youth with intellectual disability and autism in a transition classroom. Target behaviors involved correctly following three multi-step recipes: microwave dinner, brownies, and gelatin. A multiple-probe design across recipes was replicated across participants. After low levels of responding in baseline probes, researchers presented participants with an iPod Touch showing each step of the task using video and with audio narration. Following the video prompting phase, maintenance and home-based generalization probes were conducted. The intervention increased recipe-following performance for all participants. Performance maintained and generalized to youths’ home kitchens. Results are discussed in regards to using video demonstrations in a sequence of prompts.

Recognizing the importance of food waste as an environmental and social problem, this thesis aims to test nudging as a successful tool to promote a pro-environmental behaviour towards food waste reduction. The present research uses an experiment in a university canteen in Gotland, Sweden, with two interventions - posters with informational prompts and practical tips. Through quantitative analysis, we were able to conclude that nudging reduced overall food waste but with no statistical significance for the informational treatment. Furthermore, the informational prompts and the suggestions of shortcut solutions had similar positive impacts on food waste, with no significant difference. However, the study highlights some aspects that limit these results to a short-term perspective due to the experimental period of two months. On the other hand, the complementary qualitative data from interviews with customers revealed that nudges, especially practical suggestions, can be more useful as an awareness tool rather than a technique to actually change behaviours. Overall, the findings show that the two interventions reduced food waste with a continuous decreasing trend. Therefore, nudging can be a useful technique for canteens and restaurants to influence consumers’ behaviour towards food waste reduction.

Current laws stress the importance of using research-based practices to teach transition and vocational skills to students with disabilities. Some of the evidence-based practices include the use of videos to prompt students through a task. Much research has been done concerning the effectiveness of video prompts to teach daily living skills, academic skills and social skills. Transitional skills that have been taught often include simple, entry level skills such as watering plants, cooking soup in the microwave or setting a table. To date, there is little research regarding the use of video prompts to teach complex employment skills that can help students reach competitive employment. The current research attempts to study the effectiveness of video prompting using a multiple baseline ABA research design. Participants included two high school students with autism. Both students were taught how to use woodworking tools to make a key rack. Independent task completion and quality check scores were analyzed and graphed. Both students showed an increase in the number of skills they could perform independently and the overall quality of their work from baseline to intervention. One student was able to maintain the skills after the video prompts were moved. The other student showed a slight decrease in scores after the intervention was removed. Future studies should seek to replicate the study in order to determine a functional relationship between video prompting and independent vocational task completion.

A plethora of research exists suggesting video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. This study used a single subject multiple-baseline-across-subjects design to evaluate if a VP intervention on a functional, academic math skill had similar effects for adolescent students with mild/moderate specific learning disabilities (SLD). Five high school students (three female and two male) aged 16-17 viewed the video on an iPad to find out about how much money an item would cost if it were a certain percentage on sale. A functional relationship between the intervention and acquisition of the steps necessary to complete the task was discovered. In addition, some students maintained the skills as demonstrated by correctly answering most given word problems when given a post-test. Implications for practice and further research are discussed.

This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.

Individuals with developmental disabilities struggle to learn important life skills. This deficit impedes their ability to function in the community and live meaningful lives. Video prompting (VP) is an evidence-based practice that has been used to teach a wide variety of skills to individuals with disabilities. VP utilizes technology to create step-by-step videos to teach academic, social, vocational and other life skills This article extends the current literature on VP interventions to hygiene skills and investigates the efficacy, skill maintenance, social validity, and level of independence that can be achieved using VP to teach hygiene skills. Three participants with developmental disabilities were selected from a junior high school and were given a video prompting intervention on an iPad to improve hygiene skills. Hygiene skills that were taught included teeth brushing, teeth flossing, face washing and basic eye makeup application. All three participants reached and maintained mastery in each of their target skills. Social validity data indicated that using iPad delivered VP interventions was socially acceptable for teaching some hygiene skills. Not every participant was able to access the VP intervention completely independently. VP interventions are a viable option for teaching these crucial life skills to individuals with developmental disabilities.

This study evaluated the use of a peer video modeling and prompting intervention used to teach three adults with autism to give a specified verbal and physical response when greeted. This intervention used a six-step task analysis to verify correct completion of the target behavior. At baseline, each of the three participants gave little to no response when greeted but after the video modeling and prompting intervention all three had acquired at least five out of six (83%) of the target behavior steps. Follow-up probes demonstrated that all three of the participants had maintained at least 4 out of 6 (67%) of the targeted steps weeks after the intervention phase had finished. These data suggest that using peer video modeling and prompting to teach social skills to adults with autism can be an effective educational intervention.

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