Where Are You? Young Adults With Autism Calling and Texting Location Following Video Modeling Instruction

The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design a...

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Bibliographic Details
Published in:Career development and transition for exceptional individuals 2021-02, Vol.44 (1), p.17-27
Main Authors: Horn, Annemarie L., Layden, Selena J., Bobzien, Jonna
Format: Article
Language:English
Subjects:
Autism
Comorbidity
Generalization
Handheld Devices
Intellectual Disability
Intervention
Pervasive Developmental Disorders
Program Effectiveness
Prompting
Task analysis
Telecommunications
Video Technology
Young Adults
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Summary:The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required noncontrolling prompts in addition to the VM to acquire and perform the task analysis (TA) steps with accuracy. Yet once participants reached criterion, they independently performed the multistep skills and the newly learned behaviors were generalized and maintained 6 weeks posttreatment. These results extend the potential utility of VM instruction. Implications for research and practical application are discussed.
ISSN:2165-1434
2165-1442
DOI:10.1177/2165143420953908