A Comparison of Individualized and Non-specific Video-prompts in Teaching Daily Living Skills to Students with Autism Spectrum Disorders

Restricted (Penn State Only)
Domire, Sarah C
Graduate Program:
Special Education
Doctor of Philosophy
Document Type:
Date of Defense:
June 17, 2015
Committee Members:
  • Pamela S Wolfe, Dissertation Advisor
  • David Brent Mcnaughton, Committee Member
  • David Lee, Committee Member
  • Erinn Heer Finke, Committee Member
  • video self-prompting
  • generalization
  • video prompting
  • video-based instruction
  • individualization
  • autism spectrum disorders
  • da
Three elementary students with autism spectrum disorders (ASD) participated in this study, which examined generalization effects of video self-prompting to teach daily living skills. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target skill. The student then performs individual steps of the skill before proceeding to the next video clip. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. The individualized video-prompts were tailored to each student in terms of the model used, materials, and setting, while the non-specific set of video-prompts used an unknown adult as the model, different materials, and a novel setting. The video-prompts and daily living skills were counterbalanced within and across participants. Improvements were noted for both the individualized and the non-specific video-prompts for all three students and all six skills. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills two and four weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed