Abstract
In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for each student based on their individual educational and transition goals. Following a multicomponent intervention utilizing point-of-view video modeling paired with practice sessions and a self-operated cue sheet, all students were able to improve their problem-solving performance. Additionally, students generalized the skills to a second untrained setting. The implications of these findings for teaching problem-solving skills to transition-age students with ASD are discussed.
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