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J Autism Dev Disord. 2015 Dec;45(12):3846-61. doi: 10.1007/s10803-014-2315-3.

Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD.

Author information

1
220 Taylor Education Building, University of Kentucky, Lexington, KY, 40506, USA. amy.spriggs@uky.edu.
2
Vanderbilt University, GPC 228, 230 Appleton Place, Nashville, TN, 37203-5721, USA.
3
220 Taylor Education Building, University of Kentucky, Lexington, KY, 40506, USA.

Abstract

Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed.

KEYWORDS:

Autism; Independence; Video models; Visual activity schedules

PMID:
25413145
DOI:
10.1007/s10803-014-2315-3
[Indexed for MEDLINE]

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