Effects of Video Modeling and Video Modeling Plus Prompting and Reinforcement on the Daily Living Skills of a Student with Autism

Kaylee S. Wynkoop. Ph.D.
Indiana University of Pennsylvania
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Rachel E. Robertson, Ph.D., BCBA-D
University of Pittsburgh
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Emily E. Sobeck, Ph.D.
Indiana University of Pennsylvania
Franciscan University of Steubenville

Abstract

Video modeling (VM) is an intervention that may be implemented to improve the daily living skills of students with autism. A multiple probe across behaviors design was employed to examine the effects of VM and VM plus prompting and reinforcement (VM+P&R) on the daily living skills of one elementary student with autism. The percentage of correctly completed steps according to a task analysis for each of three target daily living skills was measured across each condition. Results showed the student improved performance under the VM condition. However, further improvement was demonstrated under the VM+P&R condition. Implications for practitioners choosing between VM and VM+P&R and directions for future research are discussed.

Keywords: video modeling, daily living skills, elementary, autism, prompting, reinforcement

Funding: Support for this research was provided in part by Grant No. H325D110001 of the U.S. Department of Education, Office of Special Education Projects, awarded to the University of Pittsburgh.

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