We evaluated a video prompting and fading procedure for teaching three adults with developmental disabilities to wash dishes. Video prompting involved showing video clips depicting each step of the task. All three adults reached 90–100% correct when video prompting was implemented. Following acquisition, video prompting was withdrawn, but performance deteriorated. Subsequently, a 3-step fading procedure was implemented in which the separate video clips were merged to form larger, multi-step segments of video. Performance reached 80–100% correct as the video prompts were re-applied and then faded. Performance decreased at the 3-month follow-up when prompting was removed, but stabilized at 80–90% correct when the third step in the fading sequence was reinstated. These data suggest a promising approach for fading video prompts.
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Preparation of this manuscript was supported by a grant from the Texas Health and Human Services Commission [CAT-D (Computer Accommodations for Texans with Disabilities) Grant Project]. The opinions expressed are those of the authors and do not necessarily reflect those of the granting agency.
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Sigafoos, J., O’Reilly, M., Cannella, H. et al. Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities. J Behav Educ 16, 93–109 (2007). https://doi.org/10.1007/s10864-006-9004-z
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DOI: https://doi.org/10.1007/s10864-006-9004-z