Association for Behavior Analysis International

Video-Based Instruction (VBI) is emerging as an evidence-based practice for improving skill acquisition of individuals with and without disabilities across a broad range of environments and skill sets. It has many applications for improving behavioral outcomes not only for individuals with disabilities, but also for caregivers and teachers who deliver instruction for these learners. The purpose of this symposium is to present research on various strategies for implementing VBI across providers (teachers and parents), devices (iPad, Google Glass), instructional formats (video feedback, video prompting, and simultaneous video modeling), and skill sets (daily living skills, vocational skills, and effective teacher praise). The first study presents results of a study that involved presenting simultaneous video models on Google Glass to improve vocational skills of individuals with ASD and/or IDD; the second study presents results of a study that used video feedback to improve teachers use of praise in classroom settings; and the third study presents results of a study that involved teaching parents to implement video prompting strategies presented on iPads to increase daily living skills of learners with ASD. Presenters will offer practical strategies for using VBI effectively across devices, participants, and instructional formats.

A multiple probe across participants design was used to evaluate the effectiveness of using Google Glass to teach vocational skills to three young men with autism and/or intellectual disabilities. Instructional trials involved a simultaneous video model presented on the Glass device to teach participants to pack a first aid kit. The video model had an embedded demonstration of how to use a visual checklist to prompt task completion and the generalized skill of using a visual checklist was also measured with another task (stocking a coffee station). Results indicated that all three participants demonstrated an immediate increase with independent correct responding for packing the first aid kit when simultaneous video models were presented on Google Glass. In addition two of the three participants demonstrated generalization of visual checklist usage following intervention. All students indicated that they liked using Google Glass and stated they would like to use it again in the future. The practical utility of using Google Glass as a prompting system will be discussed.

Utilizing visual resources presented on various technological devices to support individuals with Autism Spectrum Disorder (ASD) has yielded?positive outcomes and promoted independence across a variety of skills. Parents and caregivers have not only attained these advanced?technological devices, but often actively seek to become more competent in using them. While there is?ample research to support the use of portable devices to promote daily living skills for individuals?with autism, relatively few studies have examined whether parents can be trained effectively to?deliver evidence-based practices, such as video prompts, using portable, mainstream devices. The?current study sought to evaluate parent fidelity in the implementation of behavior skills training procedures aimed at delivering video prompts to their child using an iPad. A multiple baseline across participants' design was used to determine if child participants with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their delivery of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy.