Over the past decade, there has been a trend of the growing prevalence of autism spectrum disorder (ASD) diagnoses. Autism spectrum disorder is a neurodevelopmental disorder that affects behavior, learning, and communication. Many with ASD emit problem behaviors that create challenges for learning in many areas of life, including the acquisition of daily living skills (DLS).
There have been numerous interventions developed to teach individuals with ASD; some interventions are aimed at reducing problem behaviors while others teach different skills, including DLS. Over the past ten years, video-based instruction (VBI) has proven useful to teach individuals with ASD. There are several approaches to VBI, and a recent variant includes continuous video prompting (CVP).
With CVP, the video plays in a repeating loop for each task step until the learner completes the task. The current study sought to determine the effectiveness of CVP on teaching a DLS to four middle school children with ASD. The purpose of the study was to examine the effectiveness of using CVP in isolation while recording the number of video loops needed to evoke correct behavior. The DLS taught to the children was collating three different colors of paper, placing the papers in an envelope, sealing the envelope, and placing the envelope in a basket. The study\u27s design was a multiple probe across participants. A baseline was applied for each participant before the introduction of the intervention, which was followed by maintenance sessions. The results of the study demonstrated that all participants improved in their performance of the selected task during the CVP intervention, with two participants maintaining higher levels of performing the task within 2 minutes when comparing baseline to maintenance sessions. The other two participants did not maintain the task when considering the 2-minute time limit. One participant reduced to near baseline levels, and the other one had variable responding. However, one of these participants did maintain the skill when not considering the 2-minute time limit. These results are promising for teaching children with ASD, but further research is needed to determine the effectiveness of CVP for teaching DLS to children with ASD
