| Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent living skills of four adolescents with ASD and ID. Results indicated that two participants responded well to both VM+P&R and P&R while CVM+P&R was most effective for one participant. For the last participant, all interventions had only minimal effects on target skill performance and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM+P&R and/or CVM+P&R but P&R required less preparation and instructional time. |
