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Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism

Authors
  • Yakubova, Gulnoza1, 1
  • Chen, Briella Baer1
  • 1 University of Maryland,
Type
Published Article
Journal
Journal of Autism and Developmental Disorders
Publisher
Springer-Verlag
Publication Date
Feb 15, 2021
Pages
1–13
Identifiers
DOI: 10.1007/s10803-021-04913-0
PMID: 33590428
PMCID: PMC7883944
Source
PubMed Central
Keywords
Disciplines
  • Original Paper
License
Unknown

Abstract

Teaching parents how to create their own video-prompting (VP) and implement it to help their children learn daily living tasks at home can be empowering for parents. Using a multiple probe across three tasks design, we examined the effects of parent-created and parent-implemented VP and error correction strategy on teaching three daily living tasks to a 14-year-old child with autism spectrum disorder (ASD). Following a one-time training and continuous coaching, a parent successfully created a VP intervention for all three tasks and implemented VP with error correction with high fidelity. Following the intervention implementation, the child with ASD learned to complete daily living tasks with high levels of accuracy and maintained task completion at a 1-week follow-up.

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