Effects of Video Prompting Techniques on Teaching Daily Living Skills to Children With Autism Spectrum Disorders

Abstract

Video-based instruction is becoming a common intervention in today’s classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills into steps that are then performed directly after viewing each clip. The present review examined studies using video prompting techniques to teach functional and daily living skills to individuals with autism spectrum disorders (ASD). The focus of the review was on evaluation of the effectiveness of video prompting and the factors that affect student attention to the video, retention of target behavior, production of target behavior, and motivation. Results showed that video prompting was an effective intervention for teaching a wide array of target skills and that students with ASD were able to generalize and maintain the acquired skills. Video prompting was also shown to be more effective than both static picture prompts and video modeling techniques in terms of percentage of correct independent responding. Suggestions for practice and future research are discussed.