The acquisition of daily living skills (DLS) represents an important component in establishing independence and increasing the quality of life for individuals diagnosed with autism spectrum disorder. Video prompting has become a popular intervention to teach DLS and researchers have used different perspectives when filming the video (e.g.,…

The ability to read promotes academic success and serves as an essential prerequisite skill for many postsecondary opportunities. However, developing proficient reading skills is particularly difficult for many individuals with intellectual disability (ID) and autism spectrum disorder (ASD). Reading is an important life skill for all individuals,…

This paper presents information from a comprehensive review of 28 experimental studies that investigated the effectiveness and efficiency of the simultaneous prompting procedure with individuals with autism. Twenty of the 25 variables examined across the 28 studies are reported on in this paper. The results reported across the studies indicated…

A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The…

Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living skills can foster independent functioning. This review examines interventions that implement video modeling and/or prompting to teach individuals with…

Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills…

The purpose of this study was to analyze literature regarding interventions for promoting pretend play in children with disabilities. Sixteen studies were found using experimental designs to evaluate pretend play interventions with children with disabilities. The results were analyzed across the targeted pretense behaviors, participants,…

Examines self-control interventions considered effective in improving the performance of mentally retarded persons in acquiring, maintaining, and generalizing learned tasks. Studies employing self-monitoring, self-reinforcement, and antecedent cue regulation (self-instruction and picture cues) are cited. Picture cues are recommended as the most…

A retrospective review of 51 studies from 22 journals (1976 to 1990) concerning generalization of social skills training with preschool children was conducted. Strategies employed by the most successful studies were identified, such as addressing functional target behaviors; using prompts, positive reinforcement, and feedback strategies; and…

Teachers and teacher educators seem to be little aware of some major concepts about instruction that provide important insights into the central requirements for learning. A common misconception is that motivation has to do with wanting or desiring. It is instead attention to stimuli that is influenced by two powerful agents--(1) suspense,…