Three elementary students with autism spectrum disorders (ASD) participated in this study, which compared video self-prompting using individualized videos and video self-prompting using non-specific videos. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target…

This study investigated the effects of a primary tier video modeling intervention combining with a primary tier parent education model on parent-child interactions of children with autism during a picture-book activity in Taiwan. A multiple baseline design across participants was used. Four parents and their child with autism participated at their…

Recent research has shown the effectiveness of literacy-based behavioral interventions (LBBIs) as an instructional strategy for a host of skills and routines, including employment skills. This study compared the effects of three LBBI storybook formats (print, e-book, and e-book enhanced with video clips) on the accuracy and independent completion…

Recently, researchers have compared the effectiveness of video-based instruction (VBI), particularly video modeling, when using smaller versus larger screen sizes with positive, but mixed results. Using an adapted alternating treatments design, we compared two different screen sizes (i.e., iPhone 5 versus iPad 2) using video prompting as the VBI…

The purpose of the present study was to compare the effectiveness and efficiency of simultaneous prompting with and without video modeling in teaching food preparation skills to four participants with autism spectrum disorder, whose ages ranged from 5 to 6 years old. An adapted alternating treatment single-case experimental design was used to…

Research has shown that video and live modeling are both effective in teaching new skills to children with autism. An adapted alternating treatments design was used to compare the effectiveness and efficiency of video and live modeling in teaching response chains to three children with autism. Each child was taught two chained skills; one skill…

This study compared the effects of three procedures (video prompting: VP, video modeling: VM, and continuous video modeling: CVM) on task completion by three high school students with moderate intellectual disability. The comparison was made across three sets of fundamentally different tasks (putting away household items in clusters of two items;…

The purpose of this study was to compare the effects of three video perspectives: point-of-view, scene view, and a combination of point-of-view and scene view on task completion by three young adults with moderate intellectual disability. The comparison was made, using an Adapted Alternating Treatments Design, across three sets of fundamentally…

The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video prompting allows repetition of the video model (looping) as many times as needed while the user completes…

This study aimed to examine whether or not there was any difference in the effectiveness and efficiency of the presentation of video modeling interventions using peer and adult models in teaching pretend play skills to children with ASD and to examine the views of parents about the study. Participants were two boys and one girl, aged 5-6 years…

The purpose of this study was to compare the effects of two forms of video modeling: video modeling that includes narration (VMN) and video models without narration (VM) on skill acquisition of four adolescent boys with a primary diagnosis of autism enrolled in an Extended School Year (ESY) summer program. An adapted alternating treatment design…

This study compared the effects of video models with and without verbal cuing (voice over) on the completion of fine motor cooking related tasks by four young adults with moderate intellectual disability. The effects of the two modeling conditions were compared using an adapted alternating treatments design with an extended baseline, comparison,…

The purposes of this study were to (1) compare peer and self-video modeling in terms of effectiveness and efficiency in teaching first aid skills to children with intellectual disability and (2) analyze the error patterns made in probe sessions to determine whether the children who took the role of sufferers during the first aid skill sessions…

This study used an iPod Touch to compare the effects of video prompting with and without error correction on the acquisition of two daily living skills across three students with moderate to profound intellectual disability and an extremely limited daily living skills repertoire. An adapted alternating treatments design within a multiple probe…