COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM
Open Access
Author:
Wertalik, Jennifer Lynn
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
June 06, 2017
Committee Members:
Richard M Kubina Jr., Dissertation Advisor/Co-Advisor Richard M Kubina Jr., Committee Chair/Co-Chair Pamela S Wolfe, Committee Member David Brent Mcnaughton, Committee Member Jonathan William Ivy, Outside Member
Keywords:
autism spectrum disorder daily living skills video prompting frequency building
Abstract:
The present study used an adapted alternating treatments design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting change better for two of the three students. The frequency building component in the VP + FB had strong, consistent gains for all students in terms of retention.
