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. 2016 May 20;9(4):384-388.
doi: 10.1007/s40617-016-0127-y. eCollection 2016 Dec.

Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills

Catarina Aldi  1   2 , Alexandra Crigler  3   2 , Kelly Kates-McElrath  4   5   6 , Brian Long  5 , Hillary Smith  7   8 , Kim Rehak  2   9   10   6   11 , Lisa Wilkinson  12
Affiliations

Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills

Catarina Aldi et al. Behav Anal Pract. .

Abstract

Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. • Point-of-view video models may be an effective intervention to teach daily living skills. • Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer). • The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.

Keywords: ADLS; Autism spectrum disorder; Video modeling.

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Conflict of interest statement

Compliance with Ethical Standards Funding This study did not receive funding. Conflict of Interest The authors declare that they have no conflict of interest. Ethical Approval All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Informed Consent Informed consent was obtained from all individual participants included in the study.

Figures

Fig. 1
Fig. 1
Percentage of steps performed correctly for participant 1 (top portion of figure) with making tortellini (top panel), setting the table (middle panel), and folding jeans (bottom panel) and participant 2 (bottom portion of figure) with setting the table, cleaning the counter and sink, and cleaning the mirror
See this image and copyright information in PMC

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