Effects of Video-based Instruction Using Graduated Guidance on Daily Living Skill Acquisition for Adolescents with Autism Spectrum Disorder
Open Access
Author:
Gardner, Stephanie Jean
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
September 09, 2014
Committee Members:
Pamela S Wolfe, Dissertation Advisor/Co-Advisor Richard M Kubina Jr., Committee Member David Brent Mcnaughton, Committee Member Erinn Heer Finke, Committee Member
Keywords:
developmental disabilities autism spectrum disorder video prompting point-of-view graduated guidance daily living skills
Abstract:
Being able to perform life skills with independence plays a critical role in the successful inclusion of individuals with autism spectrum disorders in the community and workplace environments. Daily living tasks can be successfully taught using a variety of instructional methods, including video-based instruction. This study investigated the effectiveness of a video-based instruction package including video priming and prompting along with a graduated guidance error correction procedure to teach dish washing skills to four adolescents with autism. A multiple baseline across participants design demonstrated that three out of four participants acquired dish washing skills upon introduction of the intervention. In addition, two participants were able to generalize their performance to two novel settings and maintain their skills for up to three weeks post intervention. Future research should further explore the efficacy of error correction procedures used with video prompting and the impact that these procedures have on student learning and skill retention.
