Comparing video modeling to discrete trial teaching for teaching daily living skills

The purpose of this research was to examine the effectiveness of implementing video modeling to teach daily living skills to a fifteen year old boy who is diagnosed with autism. This was a single subject, repeated measures research design with the repeated measures being teeth brushing, making a sandwich, and doing the dishes. The daily living skills chosen were based upon a rating scale administered to the parents. Baseline data was collected for the three daily living skill tasks using task analysis probing. Once baseline data was collected, discrete trial teaching with implanted. Data was collected and the level of independence was noted. Point of view video modeling was then implemented to teach the three daily living skills, with data collected at each session. The level of independence was recorded. All data was compared between the interventions.;Point of view video modeling proved to be more effective than task analysis probing or discrete trial teaching to teach the three daily living skills. The student achieved greater independence after implementation of video modeling compared to the baseline and discrete trial teaching. Although discrete trial teaching showed positive effects, point of view video modeling proved to be more effective, as evident by the increase in the percentage of independence for each daily living skill.