Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism

Abstract

This study compared the effectiveness of static photographs and video prompts on the independent task performance of six young men with a diagnosis of autism. An adapted alternating-treatment design with baseline, comparison, withdrawal, and final treatment conditions was used to measure the percentage of cooking-related tasks completed independently by each student across the two treatments. Both procedures were effective in increasing correct task performance for all participants from baseline levels where only verbal task directions were provided. However, participants independently completed a greater number of tasks when using video prompting. During the final treatment phase each student further increased his level of performance when using video prompting with sets of tasks receiving static picture prompts during the comparison phase.