Level of Individualization in Video Self-Prompting Interventions: A Comparison of Two Methods

• In Event: Special Education Research: Special Populations

Abstract

Three students with autism spectrum disorders (ASD) participated in this study, which examined the level of individualization when using video-prompting interventions. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. Improvements were noted for both the individualized and the non-specific video-prompts. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills two and four weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators will be discussed.

Author

• Sarah Domire, The College of New Jersey