Examining the effectiveness of using an iPad-based video modeling plus video prompting package to teach conversation skills to children with Autism Spectrum Disorder (ASD)

The purpose of this study was to examine the effectiveness of an iPad-based video modeling plus video prompting package to teach conversational skills to students with autism. A single subject multiple baseline across four children with autism design was used. Two typically developing children were involved to fulfill the video modeling and video prompting roles. Videos were created of peer models answering questions and responding to comments in complete sentences. On the videos, the questions and comments were asked by actual teachers and the peer models answered and provided comments in complete sentences in order for the target children to observe and imitate. Data was collected during teacher led discussion in a variety of experimental phases (baseline, video modeling, video modeling plus video prompting 1, video modeling plus video prompting 2, video modeling plus video prompting 3). Results suggest that a video modeling plus video prompting package was partially effective to improve the conversational skills for the four children with autism. However, all four students required a modified intervention package in order to perform the desired conversational skills during group instruction. Finally, the teachers indicated positive perceptions of the intervention at the end of the study