Abstract
Video-based intervention (VBI) has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills and emerging evidence for teaching academic skills to students with autism spectrum disorder (ASD). VBI allows opportunities to electronically provide personalized, consistent, and prerecorded instruction. Handheld devices, such as smartphones and tablets, make VBI portable for students. This article supports teachers who wish to implement VBI with their students with ASD by (a) describing types of VBI, such as video prompting, video modeling, video self-modeling, and point-of-view video modeling; (b) providing teachers with a 10-step guide to create, implement, and assess the success of the VBI; and (c) sharing a case-based example illustrating the versatility of VBI.
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