Teaching Vocational and Social Skills to Adolescents with Autism Using Video Modeling

Abstract

The current study evaluated the effectiveness of video modeling to teach 2 adolescents with autism spectrum disorder 2 or 3 vocational and social skills in a simulated job setting. Applied behavior analysis technicians implemented a video modeling intervention 1–3 times per week for approximately 2 h each session. Videos for social skills were embedded into videos for vocational tasks. A multiple probe design across behaviors was used to evaluate the effectiveness of the intervention. The results indicate that video modeling was effective for teaching vocational skills, although a functional relationship was not demonstrated for 1 participant due to lack of sufficient opportunity for replication. Mixed results were observed for social skills.