Video-based instruction (VBI) has a substantial amount of research supporting its use with individuals with autism spectrum disorder and other developmental disabilities. However, it has typically been implemented as a treatment package containing multiple interventions. Additionally, there are procedural variations of VBI. Thus, it is difficult…

Sight-word instruction can be a useful supplement to phonics-based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight-word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of…

Few published studies have systematically compared the efficacy of different prompt-fading methods in the training of complex response chains. The current study systematically compared a most-to-least physical prompt fading hierarchy with a most-to-least vocal prompt fading strategy in the training of four arbitrary Tinkertoy® construction tasks…

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8-15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within…

This study used an iPod Touch to compare the effects of video prompting with and without error correction on the acquisition of two daily living skills across three students with moderate to profound intellectual disability and an extremely limited daily living skills repertoire. An adapted alternating treatments design within a multiple probe…

The purpose of this study was to compare the effects of simultaneous prompting instruction with high and low treatment integrity on the learning of children with developmental disabilities. Low treatment integrity was defined as not delivering a controlling prompt during 30% of the teaching trials. Three preschool children with autism and…

This investigation explored the use of strategic instruction to improve the essay-test taking skills of young adults who were enrolled in a campus-based, post-secondary education program for individuals with developmental disabilities. A random assignment to treatment or control groups and a pre- and posttest design was used. The participants…

We conducted a systematic replication of Cannella-Malone et al. by comparing the effects of video prompting to video modeling for teaching seven students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counterbalanced across tasks and participants and compared in an alternating…

This study compared the effectiveness of self-, other-, and subjective-video models on teaching daily living skills to three individuals with developmental disabilities. Results indicated that all conditions were effective in promoting independent correct responding in both instructional and generalization settings and that the effects maintained…

We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After…