Effects of Video Prompting on Daily Living Skill Acquisition in Autistic Adults

Abstract

Daily living skills are imperative for independent adult living, which is why these skills are often prioritized by parents of autistic individuals. Video-based interventions (VBIs) are when someone creates video models of a specific skill to teach another individual that skill. VBIs are becoming more prominent to teach individuals daily living skills (Hughes & Yakubova, 2016). The purpose of teaching daily living skills by using video-based interventions is to increase independence and reduce dependence on others daily (Howlin & Moss, 2012). This study utilized a multiple baseline design across behaviors, focusing on tasks the participants self-selected. Results for both participants demonstrated a functional relation between video prompting and increased independence across three daily living skill tasks. Limitations and implications for future research will be discussed. Disclaimer: Regarding language use, Bury and colleagues’ (2020) qualitative study indicated a preference from their respondents for the terms “person on the autism spectrum”, “autistic”, and “autistic person”; the researchers of this study inquired with the selected participants regarding their preferred terminology, with neither participant identifying a preference. Therefore, throughout this manuscript, identity-first language will be utilized based on findings from the extent literature.

This work was supported in whole or in part by contractual services with the Texas Workforce Commission (TWC). The opinions and conclusions expressed in this document are those of the author (s) and do not necessarily represent the opinions or policy of the TWC.