Abstract
OT can support adults with intellectual disabilities and autism, yet VM is under-utilized and under-researched by OT. This mixed-methods research revealed (1) quantitative results: with VM intervention, client performance increased while staff assistance decreased; and (2) qualitative themes from the client-lived experience: what worked, what could be changed, and where else VM could be used. Implications for OT include broadening the use of VM for ASD intervention.
Primary Author and Speaker: Brittany Yung
Additional Authors and Speakers: Hannah Gibeson, Molly Smith, Kelly Yerby, Laura Hess
Video Modeling (VM) is an evidence based practice (EBP) for autism (Cox, A., & AFIRM Team, 2018). Yet, VM is underutilized by OT and under-researched from an occupation centered lens. Further, engagement in maker tasks has been rarely considered from a disability inclusion standpoint (Miele, 2017). Therefore this research investigated the following questions: (1) How does VM impact the learner’s level of participation in complex Maker activities? (2) How does VM impact the assistance provided by the staff during complex Maker activities? (3) What is the participant’s overall lived experience using VM as an assistive technology support?
This research study used mixed methods with a single subject design. VM illustrated how to make a wooden box by programing a machine - the ShopBotⓇ. Qualitative data via semi-structured interviews examined lived experience using VM from staff and clients with Autism Spectrum Disorder (ASD). Quantitative data measured changes in performance capabilities and the amount of staff prompting when using VM compared to baseline. Quantitative data was based on a task analysis of the 118 discrete steps required to use the ShopBotⓇ. These steps were categorized into performance skills using the Occupational Therapy Practice Framework (American Occupational Therapy Association [AOTA], 2014). Data was organized into mean scores for each category of skills across 4 trials.
Client performance increased and staff assistance decreased when learning a new complex Maker activity using the VM, consistent with previous literature (Hess & Chitwood, 2018). Use of VM can help the participant depend on fewer prompts by allowing them to have more autonomy when learning Maker activities. The learner can use the VM at his/her own pace and can repeat steps if needed. VM can reduce the amount of unnecessary verbal information provided by staff. Most of the participants reported that VM was helpful and suggested it would be useful for other activities within the community. Occupational Therapy interventions using VM can help adults with ASD learn new skills, support individual interests, and improve occupational engagement. This is one of the first studies of its kind to examine VM from an occupation centered lens by specifically investigating performance skills and the perspective of client with ASD.
Cox, A., & AFIRM Team. (2018). Video modeling. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/video-modeling
Hess, L.G. & Chitwood, K.L. (2018). Using Technology Tools and Strategies to Increase Participation. In S. Spitzer and R. Watling (Eds.), Autism, 4th edition. Bethesda, MD: AOTA Press, 519-545.
Miele, J (2017). Teaching teachers and making makers: What the maker movement can teach the world about accessibility and design. IDC’17. ACM. (Proceedings of the 2017 Conference on Interaction Design and Children, Stanford University, CA) doi:10.1145/3078072.3078073
Occupational therapy practice framework: Domain & process, 3rd Edition (2014). American Journal of Occupational Therapy, S1–S48. doi:http://dx.doi.org/10.5014/ajot.2014.682006