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.

There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to students with disabilities. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist second grade students who had been identified by their teachers as "struggling"in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance on the math problems. In addition, a visual analysis between intervention and maintenance appeared stable for all participants. These results indicate that technology can be used to implement interventions for struggling learners and may be utilized in regular classrooms. Results also demonstrate that video modeling can be a useful instructional tool for helping many individuals, not just those with an identified disability, to learn complex tasks. Implementing video models in a classroom setting could enable teachers to consistently provide interventions to students that work more independently, allowing teachers to work on a more one-on-one or small group basis with their students.

No description available.