title: Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD.
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.
authors.affiliation: 220 Taylor Education Building, University of Kentucky, Lexington, KY, 40506, USA. amy.spriggs@uky.edu.
authors.forename: Amy D
authors.initials: AD
authors.lastname: Spriggs
authors.affiliation: Vanderbilt University, GPC 228, 230 Appleton Place, Nashville, TN, 37203-5721, USA.
authors.forename: Victoria
authors.initials: V
authors.lastname: Knight
authors.affiliation: 220 Taylor Education Building, University of Kentucky, Lexington, KY, 40506, USA.
authors.forename: Lauren
authors.initials: L
authors.lastname: Sherrow
mesh_terms: D000293:Adolescent; D001321:Autistic Disorder / Q000534:rehabilitation*; D001521:Behavior Therapy / Q000379:methods*; D005260:Female; D006801:Humans; D057187:Independent Living / Q000523:psychology*; D008297:Male; D013060:Speech; D013334:Students; D014584:User-Computer Interface; D014796:Visual Perception
keywords: Autism; Independence; Video models; Visual activity schedules