The Acquisition of Daily Living Skills through Point-of View Video Prompting: A Systematic Literature Review
Location
Presentation 2 (Learning Commons- Studio M)
Session Format
Oral Presentation
Your Campus
Armstrong Campus- Learning Commons, April 19th
Academic Unit
Department of Psychology
Research Area Topic:
Humanities & Social Sciences - Psychology, Sociology & Political Science
Co-Presenters and Faculty Mentors or Advisors
Denise Poole and Jennifer Wertalik
Abstract
Individuals with autism spectrum disorder (ASD) often struggle to acquire, maintain, and generalize daily living skills (DLS), as they consist of multiple different steps. These skills represent an essential component of helping individuals with ASD increase their quality life and live an independent lifestyle. One technique that has become popular to help teach DLS to individuals with ASD is video prompting using a point of view (POV) perspective. The POV perspective shows what the skill would look like from the first-person perspective by only showing the hands and/or arms of the model. The purpose of the current review was to examine published studies from 2000-2020 that used POV video prompting to teach DLS to individuals with ASD. Twenty-four studies met inclusion criteria and were screened using What Works Clearinghouse (WWC) guidelines for design standards, with 21 studies meeting the standards with or without reservations. We then evaluated these studies using the WWC evidence standards, calculated effect size using Tau-U, and coded various descriptive variables (e.g., participant characteristics, procedural components, generalization/maintenance outcomes). Our results indicate the majority of studies had strong to moderate evidence of intervention effects based on visual analysis (n= 17; 85%) and the median Tau-U was .95. Further results and practical implications from this review will be presented.
Program Description
This research is a systematic literature review of 21 studies that examine point of view video prompting to teach daily living skills to individuals with autism spectrum disorder.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Presentation Type and Release Option
Presentation (File Not Available for Download)
Start Date
4-19-2022 1:00 PM
End Date
4-19-2022 2:00 PM
Recommended Citation
Duke, Madisen; Poole, Denise; and Wertalik, Jennifer, "The Acquisition of Daily Living Skills through Point-of View Video Prompting: A Systematic Literature Review" (2022). GS4 Georgia Southern Student Scholars Symposium. 10.
https://digitalcommons.georgiasouthern.edu/research_symposium/2022A/2022A/10
The Acquisition of Daily Living Skills through Point-of View Video Prompting: A Systematic Literature Review
Presentation 2 (Learning Commons- Studio M)
Individuals with autism spectrum disorder (ASD) often struggle to acquire, maintain, and generalize daily living skills (DLS), as they consist of multiple different steps. These skills represent an essential component of helping individuals with ASD increase their quality life and live an independent lifestyle. One technique that has become popular to help teach DLS to individuals with ASD is video prompting using a point of view (POV) perspective. The POV perspective shows what the skill would look like from the first-person perspective by only showing the hands and/or arms of the model. The purpose of the current review was to examine published studies from 2000-2020 that used POV video prompting to teach DLS to individuals with ASD. Twenty-four studies met inclusion criteria and were screened using What Works Clearinghouse (WWC) guidelines for design standards, with 21 studies meeting the standards with or without reservations. We then evaluated these studies using the WWC evidence standards, calculated effect size using Tau-U, and coded various descriptive variables (e.g., participant characteristics, procedural components, generalization/maintenance outcomes). Our results indicate the majority of studies had strong to moderate evidence of intervention effects based on visual analysis (n= 17; 85%) and the median Tau-U was .95. Further results and practical implications from this review will be presented.
