We compared the effects of video prompting (VP) with and without voice-over narration on the play skills of two young children with autism spectrum disorder using an adapted alternating treatment design. The results showed increases in play skills when using VP with and without voice-over narration for both participants. These results suggest that the difference in effectiveness between VP with and without voice-over narration may be negligible for some children with autism. Implications for the use of VP without additional teaching strategies and the need for additional component analyses are discussed.

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Video-based instruction (VBI) has been successfully used to teach skills to individuals with autism spectrum disorder and other developmental disabilities. Recent research efforts have focused on analyzing the components of the VBI intervention package, one of which is voice-over narration. The comparative studies on VBI with and without voice-over narration have produced conflicting results with some participants performing equally in both conditions. A potential reason for these results is a product of the adapted alternating treatments design used in those studies, specifically alternation effects. In the current study, we used a multiple probe design across participants to examine the effects of video prompting without voice-over narration in isolation. Results suggest that the intervention was not effective for 2 of the 3 participants. However, participants' performance increased once voice-over narration was added in a separate phase. These results are discussed along with implications for practice and future research.

This dissertation is dedicated to Kaleb. Thank you for inspiring me to learn more about children with autism. v ACKNOWLEDGMENTS I would like to thank the members of my committee for their dedication, time, and assistance in completing this dissertation. I would especially like to thank my major professor, Kyle D. Bennett, without whom this study would not have been possible. Your guidance, patience, and expertise made this dissertation and my doctoral experience immensely rewarding. Also, thank you to Enas for being my data collector and assisting me with the implementation of this study. vi

The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed.