Results of a Video Prompting Intervention Package Impacting Dishwashing Skill Acquisition for Adolescents With Autism

Abstract

In order to maximize the future level of independence learners with autism spectrum disorder display, daily living tasks can be taught in K–12 programs using a variety of instructional methods, including video-based instruction. This study investigated the effectiveness of an instructional package including video priming and prompting along with a graduated guidance error correction procedure to teach dish washing skills to four adolescents with autism. A multiple baseline across participants design demonstrated that three of the four participants acquired dishwashing skills upon introduction of the intervention. In addition, two participants were able to generalize their performance to two novel settings and maintain their skills for up to 3-week postintervention. Future research should further explore the efficacy of error correction procedures used with video prompting and the impact that these procedures have on student learning and skill retention.