Video Modeling for Teaching Daily Living Skills to Children With Autism Spectrum Disorder: A Pilot Study

2015 ◽  
Vol 8 (4) ◽  
pp. 307-318 ◽  
Author(s):  
Christine Meister ◽  
Joyce Salls
Keyword(s):  
Autism Spectrum Disorder ◽  
Pilot Study ◽  
Video Modeling ◽  
Daily Living ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Daily Living Skills ◽  
Living Skills

scholarly journals Neurohab: A Platform for Virtual Training of Daily Living Skills in Autism Spectrum Disorder

2014 ◽  
Vol 16 ◽  
pp. 1417-1423 ◽  
Author(s):  
Marco Simões ◽  
Susana Mouga ◽  
Fábio Pedrosa ◽  
Paulo Carvalho ◽  
Guiomar Oliveira ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Daily Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Daily Living Skills ◽  
Virtual Training ◽  
Living Skills

scholarly journals Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals With Autism Spectrum Disorder

2018 ◽  
Vol 34 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Mashal Salman Aljehany ◽  
Kyle D. Bennett
Keyword(s):  
Autism Spectrum Disorder ◽  
Daily Living ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Design Data ◽  
Living Skills

We conducted a meta-analysis of the single-case research design data on the effects of video prompting (VP) on the acquisition of daily living skills (DLS) among individuals with autism spectrum disorder (ASD). An analysis of potential moderators was conducted, and these included VP implemented alone versus VP with additional response prompting or error correction procedures, the effects of VP across participants’ age range, and the effects of VP among participants with ASD versus those with ASD and intellectual disability. There were 54 participants across 17 studies meeting our inclusion criteria. The results from the included studies demonstrated a moderate effect size for VP on the acquisition of DLS among the targeted population. The analysis of potential moderators showed no significant differences. These results and implications for research and practice are discussed.

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