Abstract
In order to best serve students with autism spectrum disorder (ASD), teachers and other in-school support personnel need to identify and effectively implement evidence-based practices (EBPs) in their classrooms. One EBP for students with ASD is video-based instruction, including video prompting, a form of video modeling. The authors provide considerations that one must think through prior to implementing video prompts as an intervention, and illustrate how video prompts can be used in the classroom through a vignette of an adolescent student with ASD learning to independently complete vocational tasks.
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