Effects of Video Prompting with a Point-of View Perspective to Teach Daily Living Skills to Individuals with Autism: A Systematic Literature Review

Location

College of Behavioral and Social Sciences (CBSS)

Session Format

Poster Presentation

Co-Presenters and Faculty Mentors or Advisors

Dr. Jennifer Wertalik, Faculty Advisor

Abstract

Daily living skills (i.e., grooming/hygiene, dressing, eating) are essential to everyday life, and equip individuals with the tools necessary to thrive throughout adulthood. For individuals with autism spectrum disorder (ASD) performing these skills can be challenging and prevent them from living on their own or with minimal support. By ensuring individuals with ASD have the necessary skills to care for themselves, ultimately, encourages independence. Intervention services strive to help individuals achieve their highest level of independence. Previous research highlights video prompting (VP) as an effective intervention to teach daily living skills. More recently, the use of VP with a point-of-view perspective (POV) has gained popularity when working with students with ASD due to its instructional technique. Benefits of POV include narrowing the center of focus for the viewer and directing an individual’s attention to the critical feature(s) of a given task. Therefore, the purpose of the present literature review is to examine single subject research published between 2012-2020 on the use of VP with the POV perspective to teach daily living skills to individuals with ASD. Findings from this review and implications for practice will be presented.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Presentation Type and Release Option

Presentation (Open Access)

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Effects of Video Prompting with a Point-of View Perspective to Teach Daily Living Skills to Individuals with Autism: A Systematic Literature Review

College of Behavioral and Social Sciences (CBSS)

Daily living skills (i.e., grooming/hygiene, dressing, eating) are essential to everyday life, and equip individuals with the tools necessary to thrive throughout adulthood. For individuals with autism spectrum disorder (ASD) performing these skills can be challenging and prevent them from living on their own or with minimal support. By ensuring individuals with ASD have the necessary skills to care for themselves, ultimately, encourages independence. Intervention services strive to help individuals achieve their highest level of independence. Previous research highlights video prompting (VP) as an effective intervention to teach daily living skills. More recently, the use of VP with a point-of-view perspective (POV) has gained popularity when working with students with ASD due to its instructional technique. Benefits of POV include narrowing the center of focus for the viewer and directing an individual’s attention to the critical feature(s) of a given task. Therefore, the purpose of the present literature review is to examine single subject research published between 2012-2020 on the use of VP with the POV perspective to teach daily living skills to individuals with ASD. Findings from this review and implications for practice will be presented.