A modified pre/posttest control group design was used to measure the effectiveness of video modeling on the maintenance of vocational tasks for six students with autism spectrum disorder and/or developmental disabilities. Each student was assigned two vocational tasks at their employment settings and their independence with each task was measured prior to and following a two week break. One task was assigned to the video modeling condition, while the other task served as the control for each participant. Participants reviewed videos while on break and the results indicated that all students increased their independence with both tasks following the video modeling procedure. Findings were surprising yet consistent across learners. Plausible explanations for the results are shared.
Get full access to this article
View all access options for this article.
References
1.
AgranM.Student-directed learning: Teaching self-determination skillsBrookes/ColePacific Grove, CA1997
2.
AllenK. D.WallaceD. P.GreeneD. J.BowenS. L.BurkeR. V.Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascotsFocus on Autism and Other Developmental Disabilities25186–1922010
3.
AllenK.WallaceD. P.RenesD.BowenS. L.BurkeR. V.Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disordersEducation and Treatment of Children33339–3492010
4.
BillingsleyF. F.WhiteO. R.MunsonR.Procedural reliability: A rationale and an exampleBehavioral Assessment2229–2411980
CederlundM.HagbergB.BillstedtE.GillbergI. C.GilbergC.2008Asperger Syndrome and autism: A comparative longitudinal follow-up study more than 5 years after original diagnosisJournal of Autism and Developmental Disorders3872–85
7.
CihakD. F.KesslerK. B.AlbertoP. A.Generalized use of a handheld prompting systemResearch in Developmental Disabilities28397–4082007
8.
CihakD. F.KesslerK.AlbertoP. A.Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities43102–1102008
9.
CihakD. F.SchraderL.Does the model matter? Comparing video self-modeling and video adult-modeling for task acquisition and maintenance of adolescents with autism spectrum disordersJournal of Special Education Technology2339–202008
10.
CohenJ.Statistical power analysis for the behavioral sciencesLawrence Erlbaum AssociatesHillsdale, NJ1988nd ed.
11.
CopelandS. R.HughesC.Acquisition of a picture prompt strategy to increase independent performance. Education and Training in Mental Retardation and Developmental Disabilities35294–3052000
12.
DaviesD. M.StockS.WehmeyerM. L.Enhancing independent task performance for individuals with mental retardation through use of a handheld self-directed visual and audio prompting systemEducation and Training in Mental Retardation and Developmental Disabilities37209–2182002
13.
DaviesD. M.StockS.WehmeyerM. L.Enhancing independent time management and personal scheduling for individuals with mental retardation through use of a palmtop visual and audio prompting systemMental Retardation40358–3652002
14.
FurnissF.LancioniG.RochaN.CunhaB.SeedhouseP.MoratoP.O'reillyM. F.VICAID: Development and evaluation of palmtop-based job aid for workers with severe developmental disabilitiesBritish Journal of Educational Technology32277–2872001
15.
HasaziS.JohnsonD.ThurlowM.CobbB.TrachJ.StoddenB.GrossiT.LakinK. C.TurnbullA.Transition from home and school to the roles and supports of adulthoodNational goals and research for people with intellectual and developmental disabilitiesWashington, DC65–922005American Association on Mental Retardation
16.
HendricksD.WehmanP.Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendationsFocus on Autism and Other Developmental Disabilities2477–882009
17.
KellemsR. O.Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders (ASD) (Doctoral dissertation)http://kuscholarworks.ku.edu/dspace/handle/1808/82702010
18.
LancioniG. E.O'reillyM. F.Self-management of instruction cues for occupation: Review of studies with people with severe and profound disabilitiesResearch in Developmental Disabilities2241–652001
19.
MartinJ. E.MithaugD. E.BurgerD. L.Effects of visual cues upon the vocational task performance of students with mental retardationExceptionality141–591990
20.
MartinJ. E.MithaugD. E.FrazierE. S.Effects of picture referencing on PVC chair, loveseat, and settee assemblies by students with mental retardation13267–2861992Research in Developmental Disabilities
21.
Morgan, R. L., & Salzberg, C. L. (1992). Effects of video-assisted training on employment-related social skills of adults with severe mental retardation. Journal of Applied Behavior Analysis, 25, 365-383.
22.
National Council on Disability. (2000). Transition and postschool outcomes for youth with disabilities: Closing the gaps to postsecondary education and employment. Washington, DC: Author.
23.
NiemiecB.LavinD.OwensL. A.Establishing a national employment first agendahttp://www.apse.org/docs/232009Revised%20Employment%20First%20 paper%20709%5B1%5D.pdf
RiffelL. A.WehmeyerM. L.TurnbullA. P.LattimoreJ.DaviesD.StockS.FisherS.Promoting independent performance of transition-related tasks using a palmtop pc-based self-directed visual and auditory prompting systemJournal of Special Education Technology2025–142005
27.
Spence-CochranK.PearlC.A comparison of hand-held computer and staff model supports for high school students with autism and intellectual disabilitiesAssistive Technology Outcomes and Benefits, Special Issue on Assistive Technology and Autism Spectrum Disorders: Research-Based Practice & Innovation in the Field26–422009
28.
Van LaarhovenT.JohnsonJ. W.Van Laarhoven-MyersT.GriderK. L.GriderK. M.The effectiveness of using a video iPod as a prompting device in employment settingsJournal of Behavioral Education18119–1412009
29.
Van LaarhovenT.Van Laarhoven-MyersT.ZuritaL. M.The effectiveness of using a pocket pc as a video modeling and feedback device for individuals with developmental disabilities in vocational settingsAssistive Technology Outcomes and Benefits4128–452007
30.
WackerD. P.BergW. K.Effects of picture prompts on the acquisition of complex vocational tasks by mentally retarded adolescentsJournal of Applied Behavior Analysis16417–4331983
31.
WagnerM.NewmanL.CametoR.GarzaN.LevineP.After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2)SRI InternationalMenlo Park, CA2005
32.
WagnerM.NewmanL.CametoP.LevineP.GarzaN.An overview of finding from wave 2 of the National Longitudinal Transition Study-2 (NLTS2)National Center for Special Education ResearchWashington, DC2006
33.
WehmanP.Life beyond the classroom: Transition strategies for young people with disabilitiesPaul H. BrookesBaltimore2006th ed.
34.
WehmanP.IngeK. J.RevellW. G.BrookeV. A.Real work for real pay: Inclusive employment for people with disabilitiesPaul H. BrookesBaltimore2007
35.
WehmanP.TargettP. S.YoungC.Off to work for individuals with autism: A supported employment approachAutism Advocate4654–582007
