In "A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals with Autism" (Focus on Autism and other Developmental Disabilities, Vol. 25, No. 4, Dec. 2010) VanLaarhaven et. al look at the use of picture and video prompts. Using vidual supports--text, line drawings or video based materials has positive outcomes for a broad range of learners and is considered to be an evidence based practice. Much of the research involves using picture to prompt students to do tasks.
Research on the use of video has focused on video modeling, where the student looks at the whole sequence and then completes the task. This is called video priming or video rehersal.
Video prompting is a different approach that involves showing a step and then having the student complete it. It requires access to a television, computer or handheld device in the actual environment the skill is completed.
In this study, students were taught making microwave pasta and folding laundry. They were taught using either a flip book or video steps on a computer. The goal was to see if they could learn to independently manipulate the system to complete the task.
Both were effective but the video prompting was more effective and efficient. It takes less time to make the video prompts than picture prompts. Some students prefer the video technology but those who need their environment quieter may not prefer it.
This method can be an excellent tool to meet the functional goals of ASD and MOCI students in some of the areas that do not relate to GLCE's but are still important for them to learn.
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