Abstract
Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed.
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MSA conceived of the study, participated in its design, conducted research sessions, collected data, analyzed and interpreted the data, drafted the manuscript, and revised the manuscript; KDB conceived of the study, participated in its design, collected data, helped analyze and interpret the data, helped draft the manuscript, edited the manuscript, and revised the manuscript. All authors read and approved the final manuscript.
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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.
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This study is based on the doctoral dissertation of Mashal Salman Aljehany.
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Aljehany, M.S., Bennett, K.D. A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability. J Autism Dev Disord 50, 1714–1724 (2020). https://doi.org/10.1007/s10803-019-03929-x
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DOI: https://doi.org/10.1007/s10803-019-03929-x