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

Amy D. Spriggs, Victoria Knight, Lauren Sherrow

Research output: Contribution to journalArticlepeer-review

33 Scopus citations

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.

Original languageEnglish
Pages (from-to)3846-3861
Number of pages16
JournalJournal of Autism and Developmental Disorders
Volume45
Issue number12
DOIs
StatePublished - Dec 1 2015

Keywords

  • Autism
  • Independence
  • Video models
  • Visual activity schedules

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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