Advertisement

Self-Directed Video Prompting and Least-to-Most Prompting: Examining Ways of Increasing Vocational Skill Acquisition Among Students with Autism Spectrum Disorder and Intellectual Disability

  • Gulnoza YakubovaEmail author
  • Louis Leibowitz
  • Briella L. Baer
  • Nada Halawani
  • Lauren Lestremau
ORIGINAL PAPER
  • 9 Downloads

Abstract

Objective

The purpose of this study was to examine the effects of point-of-view video prompting (VP) as a self-prompting strategy with a least-to-most prompting (LMP) system on the rapidity of skill acquisition of two students with autism spectrum disorder (ASD) and two students with intellectual disability (ID) when working on school-based vocational tasks.

Methods

We used multiple probes across students design of single-case experimental methodology to examine whether or not causal relation existed between the intervention and students’ vocational skill acquisition and follow-up performance. Target tasks involved both process and basic functional mathematics steps that required students to pay attention to the process of task completion rather than the functional step itself.

Results

All students showed immediate and considerable improvement in skill acquisition between baseline and intervention. Furthermore, all students completed the tasks with an average of over 90% accuracy once the LMP was removed. The four students in this study required two to six intervention trials to reach 100% accuracy without the use of LMP, with a mean of four trials. Tau-U effect size showed a strong effect of the intervention on skill acquisition and follow-up performance.

Conclusions

VP and LMP as a combined intervention can be effective in teaching vocational tasks that involve process steps to students with both ASD and ID. VP can be a useful support for students with ASD and ID in school, community, and employment settings to decrease reliance on adult prompting and increase independence.

Keywords

Autism spectrum disorder Intellectual disability Video prompting System of least prompts Vocational skills 

Notes

Author Contributions

GY designed and implemented the study, assisted with the data analyses, and wrote the paper. LL collaborated with the design and implementation of the study. BLB collaborated with the data analyses and writing of the paper. NH collaborated with the implementation of the study. LL collaborated with the implementation of the study.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethics Statement

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional review board of the University of Maryland, College Park, and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent Statement

Informed consent was obtained from all individual participants included in the study.

References

  1. Alexander, J. L., Ayres, K. M., Smith, K. A., Shepley, S. B., & Mataras, T. K. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7, 1346–1357.  https://doi.org/10.1016/j.rasd.2013.07.021.CrossRefGoogle Scholar
  2. Aljehany, M. S., & Bennett, K. D. (2018). Meta-analysis of video prompting to teach daily living skills to individuals with autism spectrum disorder. Journal of Special Education Technology.  https://doi.org/10.1177/0162643418780495.
  3. Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33, 339–349.  https://doi.org/10.1353/etc.0.0101.CrossRefGoogle Scholar
  4. Allen, K. D., Burke, R. V., Howard, M. R., Wallace, D. P., & Bowen, S. L. (2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorders and intellectual disabilities. Journal of Autism and Developmental Disorders, 42, 2410–2419.  https://doi.org/10.1007/s10803-012-1519-7.CrossRefPubMedGoogle Scholar
  5. Alwell, M., & Cobb, B. (2009). Functional life skills curricular interventions for youth with disabilities. Career Development for Exceptional Individuals, 32, 82–93.  https://doi.org/10.1177/0885728809336656.CrossRefGoogle Scholar
  6. Ault, M. J., & Griffen, A. K. (2013). Teaching with the system of least prompts. Teaching Exceptional Children, 45, 46–53.  https://doi.org/10.1177/004005991304500305.CrossRefGoogle Scholar
  7. Banda, D., Dogoe, M., & Matuszny, R. (2011). Review of video prompting studies with persons with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 46, 514–527.Google Scholar
  8. Bennett, K. D., Ramasamy, R., & Honsberger, T. (2013). The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 585–593.  https://doi.org/10.1007/s10803-012-1597-6.CrossRefPubMedGoogle Scholar
  9. Bennett, K. D., Aljehany, M. S., & Altaf, E. M. (2017). Systematic review of video-based instruction component and parametric analyses. Journal of Special Education Technology, 32(2), 80–90.  https://doi.org/10.1177/0162643417690255.CrossRefGoogle Scholar
  10. Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285.  https://doi.org/10.1007/s10882-012-9270-8.CrossRefGoogle Scholar
  11. Burke, R. V., Allen, K. D., Howard, M. R., Downey, D., Matz, M. G., & Bowen, S. L. (2013). Tablet-based video modeling and prompting in the workplace for individuals with autism. Journal of Vocational Rehabilitation, 38, 1–14.  https://doi.org/10.3233/JVR-120616.CrossRefGoogle Scholar
  12. Cannella-Malone, H. I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 332–344.Google Scholar
  13. Carnine, D., Silbert, J., & Kameenui, E. J. (1990). Direct instruction (2nd ed.). New York: Macmillan.Google Scholar
  14. Cimera, R., & Burgess, S. (2011). Do adults with autism benefit monetarily from working in their communities? Journal of Vocational Rehabilitation, 34, 173–180.  https://doi.org/10.3233/JVR-2011-0545.CrossRefGoogle Scholar
  15. Cumming, T. M., & Rodríguez, C. D. (2017). A meta-analysis of mobile technology supporting individuals with disabilities. The Journal of Special Education, 51, 164–176.  https://doi.org/10.1177/0022466917713983.CrossRefGoogle Scholar
  16. Domire, S. C., & Wolfe, P. (2014). Effects of video prompting techniques on teaching daily living skills to children with autism spectrum disorders: a review. Research and Practice for Persons with Severe Disabilities, 39, 211–226.  https://doi.org/10.1177/1540796914555578.CrossRefGoogle Scholar
  17. Farley, M. A., McMahon, W. M., Fombonne, E., Jenson, W. R., Miller, J., Gardner, M., Block, H., Pingree, C. B., Ritvo, E. R., Ritvo, R. A., & Coon, H. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2, 109–118.  https://doi.org/10.1002/aur.69.CrossRefPubMedGoogle Scholar
  18. Finke, E. H., Davis, J. M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., Peart, T., & Waters, S. (2017). Effects of a least-to-most prompting procedure on multisymbol message production in children with autism spectrum disorder who use augmentative and alternative communication. American Journal of Speech-Language Pathology, 26, 81–98.  https://doi.org/10.1044/2016_ajslp-14-0187.CrossRefPubMedGoogle Scholar
  19. Fletcher-Watson, S. (2014). A targeted review of computer-assisted learning for people with autism spectrum disorder: toward a consistent methodology. Review of Research in Autism and Developmental Disorders, 1, 87–101.  https://doi.org/10.1007/s40489-013-0003-4.CrossRefGoogle Scholar
  20. Gardner, S. J., & Wolfe, P. S. (2015). Teaching students with developmental disabilities daily living skills using point-of-view modeling plus video prompting with error correction. Focus on Autism and Other Developmental Disabilities, 30, 195–207.  https://doi.org/10.1177/1088357614547810.CrossRefGoogle Scholar
  21. Grynszpan, O., Weiss, P. L., Perez-Diaz, F., & Gal, E. (2014). Innovative technology- based interventions for autism spectrum disorders: a meta-analysis. Autism, 18, 346–361.  https://doi.org/10.1177/1362361313476767.CrossRefPubMedGoogle Scholar
  22. Harrison, P. L., & Oakland, T. (2015). Adaptive behavior assessment system (3 rd ed.). Torrance: Western Psychological Services.Google Scholar
  23. Hendricks, D. (2010). Employment and adults with autism spectrum disorders: challenges and strategies for success. Journal of Vocational Rehabilitation, 32, 125–134.  https://doi.org/10.3233/JVR-2010-0502.CrossRefGoogle Scholar
  24. Higgins, K., & Boone, R. (1996). Creating individualized computer-assisted instruction for students with autism using multimedia authoring software. Focus on Autism and Other Developmental Disabilities, 11, 69–78.  https://doi.org/10.1177/108835769601100202.CrossRefGoogle Scholar
  25. Hong, E. R., Ganz, J. B., Mason, R., Morin, K., Davis, J. L., Ninci, J., Neely, L. C., Boles, M. B., & Gilliland, W. D. (2016). The effects of video modeling in teaching functional living skills to persons with ASD: a meta-analysis of single-case studies. Research in Developmental Disabilities, 57, 158–169.  https://doi.org/10.1016/j.ridd.2016.07.001.CrossRefPubMedGoogle Scholar
  26. Horner, R. D., & Baer, D. M. (1978). Multiple-probe technique: a variation of the multiple baseline. Journal of Applied Behavior Analysis, 11, 189–196.  https://doi.org/10.1901/jaba.1978.11-189.CrossRefPubMedPubMedCentralGoogle Scholar
  27. Hughes, E. M., & Yakubova, G. (2019). Addressing the mathematics gap for students with ASD: An evidence-based systematic review of video-based mathematics interventions. Review Journal of Autism and Developmental Disorders. (in press)Google Scholar
  28. Johnson, J. W., Blood, E., Freeman, A., & Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod Touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(147–158), 147–158.  https://doi.org/10.1177/1088357613476344.CrossRefGoogle Scholar
  29. Kellems, R. O., Frandsen, K., Hansen, B., Gabrilsen, T., Clarke, B., Simons, K., & Clements, K. (2016). Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities, 58, 31–44.  https://doi.org/10.1016/j.ridd.2016.08.013.CrossRefPubMedGoogle Scholar
  30. Kellems, R. O., Frandsen, K., Cardon, T. A., Knight, K., & Andersen, M. (2018). Effectiveness of static pictures vs. video prompting for teaching functional life skills to students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 62, 129–139.  https://doi.org/10.1080/1045988x.2017.1393790.CrossRefGoogle Scholar
  31. Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn & Bacon.Google Scholar
  32. Kratochwill, T., Hitchcock, J., Horner, R., Levin, J., Odom, S., Rindskopf, D., & Shadish, W. (2013). Single-case intervention research design standards. Remedial & Special Education, 34, 26–38.  https://doi.org/10.1177/0741932512452794.CrossRefGoogle Scholar
  33. Lavelle, T. A., Weistein, M. C., Newhouse, J. P., Munir, K., Kuhlthau, K. A., & Prosser, L. A. (2014). Economic burden of childhood autism spectrum disorders. Pediatrics, 133, e520–e529.  https://doi.org/10.1542/peds.2013-0763.CrossRefPubMedGoogle Scholar
  34. Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1, 37–43.  https://doi.org/10.1007/bf03391719.CrossRefPubMedPubMedCentralGoogle Scholar
  35. Mazurek, M. O., & Wenstrup, C. (2013). Television, video game and social media use among children with ASD and typically developing siblings. Journal of Autism and Developmental Disorders, 43, 1258–1271.  https://doi.org/10.1007/s10803-012-1659-9.CrossRefPubMedGoogle Scholar
  36. Mazurek, M. O., Shattuck, P. T., Wagner, M., & Cooper, B. P. (2012). Prevalence and correlates of screen-based media use among youths with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 1757–1767.  https://doi.org/10.1007/s10803-011-1413-8.CrossRefPubMedPubMedCentralGoogle Scholar
  37. Mechling, L. C., Gast, D. L., & Fields, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179–190.  https://doi.org/10.1177/0022466907313348.CrossRefGoogle Scholar
  38. Ninci, J., Neely, L. C., Hong, E. R., Boles, M. B., Gilliland, W. D., Ganz, J. B., Davis, J. L., & Vannest, K. J. (2015). Meta-analysis of single-case research on teaching functional living skills to individuals with ASD. Review Journal of Autism and Developmental Disorders, 2, 184–198.  https://doi.org/10.1007/s40489-014-0046-1.CrossRefGoogle Scholar
  39. Odom, S. L., Thompson, J. L., Hedges, S., Boyd, B. A., Dykstra, J. R., Duda, M. A., Szidon, K. L., Smith, L. E., & Bord, A. (2015). Technology-aided interventions and instruction for adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 3805–3819.  https://doi.org/10.1007/s10803-014-2320-6.CrossRefPubMedGoogle Scholar
  40. Panyan, M. V. (1984). Computer technology for autistic students. Journal of Autism and Developmental Disorders, 14, 375–382.  https://doi.org/10.1007/bf02409828.CrossRefPubMedGoogle Scholar
  41. Park, J., Bouck, E., & Duenas, A. (2018). The effect of video modeling and video prompting interventions on individuals with intellectual disability. Journal of Special Education Technology.  https://doi.org/10.1177/0162643418780464.
  42. Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: nonoverlap of all pairs. Behavior Therapy, 40, 357–367.  https://doi.org/10.1016/j.beth.2008.10.006.CrossRefPubMedGoogle Scholar
  43. Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42, 284–299.  https://doi.org/10.1016/j.beth.2010.08.006.CrossRefPubMedGoogle Scholar
  44. Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, 3, 291–303.  https://doi.org/10.1016/j.rasd.2008.09.001.CrossRefGoogle Scholar
  45. Seaman-Tullis, R. L., Cannella-Malone, H. I., & Brock, M. E. (2018). Training a paraprofessional to implement video prompting with error correction to teach a vocational skill. Focus on Autism and Other Developmental Disabilities.  https://doi.org/10.1177/1088357618794914.
  46. Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129, 1042–1049.  https://doi.org/10.1542/peds.2011-2864.CrossRefPubMedPubMedCentralGoogle Scholar
  47. Shepley, S. B., Ayres, K. M., Cagliani, R., & Whiteside, E. (2018). Effects of self-mediated video modeling compared to video self-prompting for adolescents with intellectual disability. Education and Training in Autism and Developmental Disabilities, 53, 264–275.Google Scholar
  48. Shrestha, A., Anderson, A., & Moore, D. W. (2013). Using point-of-view video modeling and forward chaining to teach a functional self-help skill to a child with autism. Journal of Behavioral Education, 22, 157–167.  https://doi.org/10.1007/s10864-012-9165-x.CrossRefGoogle Scholar
  49. Taber-Doughty, T., Bouck, E. C., Tom, K., Jasper, A. D., Flanagan, S. M., & Bassette, L. (2011). Video modeling and prompting: a comparison of two strategies for teaching cooking skills to students with mild intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46, 499–513.Google Scholar
  50. Taylor, J. L., & Seltzer, M. M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of Autism and Developmental Disorders, 41, 566–574.  https://doi.org/10.1007/s10803-010-1070-3.CrossRefPubMedPubMedCentralGoogle Scholar
  51. Van Laarhoven, T., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25, 195–208.  https://doi.org/10.1177/1088357610380412.CrossRefGoogle Scholar
  52. Vannest, K.J., Parker, R.I., Gonen, O., & Adiguzel, T. (2016). Single case research: Web-based calculators for SCR analysis. (version 2.0) [Web-based application]. College Station, TX: Texas A&M University. Available from singlecaseresearch.org
  53. Walsh, E., Holloway, J., McCoy, A., & Lydon, H. (2017). Technology-aided interventions for employment skills in adults with autism spectrum disorder: a systematic review. Review Journal of Autism and Developmental Disorders, 4, 12–25.  https://doi.org/10.1007/s40489-016-0093-x.CrossRefGoogle Scholar
  54. Weng, P., & Bouck, E. C. (2014). Using video prompting via iPads to teach price comparison to adolescents with autism. Research in Autism Spectrum Disorders, 8, 1404–1415.  https://doi.org/10.1016/j.rasd.2014.06.014.CrossRefGoogle Scholar
  55. Yanardag, M., Birkan, B., Yilmaz, I., Konukman, F., Agbuga, B., & Lieberman, L. (2011). The effects of least to most prompting procedure on teaching basic tennis skills for children with autism. Kinesiology, 43, 44–55.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Counseling, Higher Education, and Special EducationUniversity of MarylandCollege ParkUSA
  2. 2.Ivymount School and ProgramsRockvilleUSA
  3. 3.University of JeddahJeddahSaudi Arabia

Personalised recommendations