Effects of Video Modeling for Young Adults With Autism in Community Employment Settings

Abstract

This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.

A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism

“…Interventions used phones and tablets (n = 22; 45.8%) most frequently, followed by video files (e.g., video; n = 7; 14.6%), AR/VR (n = 5; 10.4%), radio and headset (n = 5; 10.4%), computer (n = 4; 8.3%), robot (n = 2; 4.2%), and combinations (n = 3; 6.3%). Twelve studies used video modeling technology only (e.g., Bross et al, 2020;Lee et al, 2020), whereas 10 studies used video prompting exclusively (e.g., Kim, 2018;Yakubova et al, 2019). Nine implemented video modeling/prompting along with additional cueing or feedback systems (e.g., Hayes et al, 2015;Seaman-Tullis et al, 2019).…”

“…Ten studies targeting only job-specific skills utilized video modeling (e.g., Allen et al, 2010a;Allen et al, 2010b;Kellems & Morningstar, 2012;Yakubova & Zeleke, 2016) and found that participants' performance improved in the video-modeling conditions. However, a few participants from Alexander et al (2013), Bross et al (2020), and Goh and Bambara (2013) did not meet the predetermined target criteria. Van Laarhoven et al (2007) showed that video modeling along with video feedback helped the participant meet the mastery criterion within five sessions.…”

Involving Key Community Partners in the Implementation of Effective Practices

“…There are multiple opportunities for VR and other CRPs to implement effective practices when providing transition services. For example, a VR counselor or other CRP might create video models to support a young adult in learning a new job task (e.g., Bross et al, 2020) and share these video models with transition teachers, family members, and/ or employers. Additionally, a VR provider could collaborate with an employer to provide self-management instruction to support a young adult in remaining on task during a work shift (e.g., Mazzotti et al, 2020).…”

Not perfect but good enough: a primer for creating spherical video-based virtual reality for autistic users

“…The promise of SVVR applications is in many ways derived from that of video modeling which has a long history in the field of autism research and is supported by a wealth of research (Bross et al, 2020;McCoy and Hermansen, 2007). Video modeling itself rests on the notion that learners can develop a range of skills by watching how others perform and model those skills.…”

“…The promise of SVVR applications is in many ways derived from that of video modeling which has a long history in the field of autism research and is supported by a wealth of research (Bross et al. , 2020; McCoy and Hermansen, 2007).…”