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The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism

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Abstract

This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants’ academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted.

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Funding

The research described in this article was supported in part by Grant H325H140001 from the Office of Special Education Programs, U.S. Department of Education. Nothing in the article necessarily reflects the positions or policies of the federal government, and no official endorsement by it should be inferred.

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Authors and Affiliations

  1. Texas State University, San Marcos, TX, 79666, USA

    Katherine Ledbetter-Cho, Russell Lang, Katy Davenport & Caitlin Murphy

  2. University of Texas At Austin, Austin, TX, 78712, USA

    Mark O’Reilly & Nataly Lim

  3. University of Alabama, Tuscaloosa, AL, 35487, USA

    Laci Watkins

Authors
  1. Katherine Ledbetter-Cho
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  2. Mark O’Reilly
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  3. Laci Watkins
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  4. Russell Lang
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  7. Caitlin Murphy
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Contributions

KLC contributed to the formulation of the research questions and procedures, implemented intervention, collected and analyzed the data, and wrote the first draft of the manuscript. MO contributed to the formulation of the research questions and procedures and the writing of the final manuscript. LW contributed to data analysis and writing of the final manuscript. RL contributed to the formulation of the research questions and procedures and the writing of the final manuscript. NL, KD, and CM contributed data coding and analysis. All authors have approved the final version of the manuscript.

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Correspondence to Katherine Ledbetter-Cho.

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Ledbetter-Cho, K., O’Reilly, M., Watkins, L. et al. The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism. J Autism Dev Disord 53, 553–568 (2023). https://doi.org/10.1007/s10803-020-04495-3

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