Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism.
| Autor: | Yakubova G; University of Maryland, College Park, USA. gulnoza@umd.edu.; Department of Counseling, Higher Education, and Special Education, University of Maryland, 3214 Benjamin Building, College Park, MD, 20742, USA. gulnoza@umd.edu., Chen BB; University of Maryland, College Park, USA. |
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| Jazyk: | angličtina |
| Zdroj: | Journal of autism and developmental disorders [J Autism Dev Disord] 2021 Dec; Vol. 51 (12), pp. 4679-4691. Date of Electronic Publication: 2021 Feb 15. |
| DOI: | 10.1007/s10803-021-04913-0 |
| Abstrakt: | 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. (© 2021. The Author(s), under exclusive licence to Springer Science+Business Media, LLC part of Springer Nature.) |
| Databáze: | MEDLINE |
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