|One Step at a Time: Video Prompts as a Tool to Boost Daily Living and Employment Outcomes|
|Sunday, May 29, 2022|
|8:00 AM–9:50 AM |
|Meeting Level 2; Room 251|
|Area: DDA/AUT; Domain: Applied Research|
|Chair: Kyle Visitacion (Western Michigan University)|
|Discussant: Thom Ratkos (Berry College)|
|CE Instructor: Kayla Jenssen, M.A.|
The need for continued research on interventions for daily living and vocational skills is highlighted by low rates of independent living and employment for adults diagnosed with intellectual and developmental disabilities (IDD), including Autism Spectrum Disorder (ASD). This symposium will examine video prompts as one promising tool for promoting greater independence in these skill domains. The first presentation will review the research literature on point-of-view video prompting for teaching daily living skills to individuals diagnosed with ASD. Gaps identified by the literature review will be addressed in the other presentations. The second presentation will include a case study to demonstrate how video prompts can be used to promote the acquisition and generalization of job fair skills for young adults with ASD. The third presenter will review a study on the effects of video prompts when implemented as a self-administered antecedent for daily living and job-related skills during video conferencing sessions. Finally, the impact of having participants develop video prompts to learn the target skill will be covered. Each presentation will highlight how the implementation of video prompts can be individualized to meet the goals of individuals with exceptional needs.
|Instruction Level: Basic|
|Keyword(s): daily living, employment, self-management, video prompting|
|Target Audience: |
The target audience for this presentation includes practicing behavior analysts (BCaBAs, BCBAs, BCBA-Ds), graduate students in behavior analysis, and Registered Behavior Technicians (RBTs).
|Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) Describe how video prompts can be used to program for skill generalization; (2) Summarize the benefits of using point-of-view video prompts; (3) Describe how to use video prompts as a self-directed tool.|
CANCELED: Systematic Review of Point-of-View Video Prompting to Teach Daily Living Skills
|JENNIFER WERTALIK (Georgia Southern University), Denise Poole (Georgia Southern University), Madisen Duke (Georgia Southern University)|
The acquisition of daily living skills represents an important component in establishing independence and increasing quality of life for individuals with autism spectrum disorder (ASD). The purpose of this literature review was to systematically examine research on the use of video prompting with a point-of-view perspective to teach daily living skills to individuals with ASD. This review investigated the overall quality of the evidence for each design, based on the What Works Clearinghouse standards for single-case experimental design and used Tau-U to calculate the effects of the interventions. Additionally, we examined the different components of the interventions and the effects of video prompting with a point-of-view perspective on the generalization and maintenance of these skills. Preliminary results demonstrated a large to very large effect size (larger than .80) for the intervention on the acquisition of targeted daily living skills. Additional findings from this review and implications for practice will be presented.
|Effects of Video Simulation and Video Prompting on Campus Job Fair Participation for Autistic Students|
|JENNIFER MARIE CULLEN (Ball State University), Evette Arlene Simmons-Reed (Ball State University)|
|Abstract: Previous research has shown that autistic students have difficulty obtaining employment. CAPS2, a college support system for autistic college students, has partnered with the campus career center to help students participate in job fairs. Some challenges identified by students and campus career staff were knowing what to expect, navigating the fair, and interacting with employers. An intervention utilizing video simulation and video prompting to practice the skills needed to prepare for and interact with employers at the job fair was developed to target these challenges. Some steps that could only be performed at the actual job fair (such as bringing a resume, wearing professional clothes) were assessed through verbal questioning. Neither student performed more than two steps correctly during baseline. Prior to the job fair, one student performed all the steps correctly in three of the five intervention sessions, while the other student consistently struggled with multiple steps (greetings, shaking hands, answering questions, and farewell). During the job fair where generalization was assessed, both students showed improvements over baseline in interacting with employers. Both students indicated that the intervention helped them prepare for the job fair.|
|The Effects of Self-Directed Video Prompts Delivered Via Video Conferencing on Functional Skill Acquisition|
|KAYLA JENSSEN (Western Michigan University), Jessica E. Van Stratton (Western Michigan University)|
|Abstract: Deficits in daily living and job-related skills are barriers to independence in living and employment for adults diagnosed with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompts via a telehealth (video conferencing) model on the percentage of steps correctly completed on daily living and job-related skills for five young adults with IDD, ages 20 to 25, who were recruited from an intermediate school district transition center in southwest Michigan. Participants were initially trained to use Webex during an in-person meeting. All other procedures, including an Assessment of Functional Living Skills® (AFLS) pre- and post-assessment, trainings on how to access and use video prompts, and research sessions were conducted via video conferencing. Four of five participants achieved 100% across three consecutive sessions for at least three target skills with video prompts alone. Behavioral Skills Training (BST) was needed for two target skills for a single participant. Evidence of generalization and maintenance was observed across all participants. Though self-management strategies, including self-directed video prompts, may be promising for achieving goals in daily living and employment, additional research needs to occur including how to best program for generalization with video prompts and the use of enhanced features.|
Examining User-Created Video Prompts for Students With Autism Spectrum Disorder on Job and Daily Living Skills
|RICK M. KUBINA (Penn State)|
Individuals diagnosed with Autism Spectrum Disorder (ASD) are underemployed and often fail to achieve independence in activities of daily living. Greater independence in both arenas relate to improved quality of life. Video models and prompts are one tool that have been successfully used to teach vocational and daily living skills to this population. Video modeling presents a model of a person doing steps of a particular task. The participant observes an action, performs the action and receives feedback if it is incorrect and praise if correct. The student watches all steps of the task and performs the steps until they learn the skill. The present study had the novel component of having the participants themselves, high school students with ASD, make the videos to learn the target skill. Typically, a teacher or researcher creates the video for the participants. The data show positive effects for in terms of skill acquisition and student satisfaction with the intervention.