Using Video Modeling and Video Prompting to Teach Conversational Skills to Students with Autism: A Consideration of Effectiveness, Practicality, and Acceptability

Abstract

Many studies have been focused on video modeling and prompting as effective evidence-based practices to teach conversational skills to students with autism spectrum disorder (ASD). However, few studies have focused on teachers who implement video modeling and prompting in their classrooms. This article aims to describe the experiences and perceptions of four special education teachers who have used video modeling and prompting with four autistic students for a semester in their classrooms. The participants were asked questions related to three main areas: effectiveness, practicality, and acceptability. Most of the teachers did not regard this intervention as an effective and acceptable way to teach conversational skills to students with ASD. Training and support was requested by all teachers to enhance the practicality of this intervention. Other important implications for researchers and teachers were identified.