Abstract
This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments design. The results can be interpreted to conclude that video prompting was slightly more effective in terms of independent correct responding, fewer external prompts for task completion, and fewer prompts to use instructional materials. In addition, when efficiency scores were calculated by considering the ratio of each participant’s growth (from pretest to posttest) to the measured “cost” of minutes required to create instructional materials, video prompting was considerably more efficient than picture prompting.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Focus on Autism and Other Developmental Disabilities
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
