Abstract
The present study used an adapted alternating treatment design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting changes better for two of the three students. The FB component in the VP + FB produced strong, consistent gains for all students in terms of retention.
| Original language | English |
|---|---|
| Pages (from-to) | 39-61 |
| Number of pages | 23 |
| Journal | Behavioral Interventions |
| Volume | 38 |
| Issue number | 1 |
| DOIs | |
| State | Published - Oct 11 2022 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Scopus Subject Areas
- Developmental and Educational Psychology
- Clinical Psychology
- Arts and Humanities (miscellaneous)
- Psychiatry and Mental health
Keywords
- autism spectrum disorder
- daily living skills
- frequency building
- video prompting
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