Video-modelling as an effective solution for coaching carers of autistic adults

Abstract

Purpose Teaching skills to autistic individuals can increase independence and quality of life. However, staff supporting such individuals often lack the skills needed to teach skills. This study evaluated the use of digital videos (DVDs) to coach three care staff in teaching tooth-brushing skills to three autistic adults with co-occurring intellectual disabilities. Design/methodology/approach Personalized DVDs provided guidance on key elements of teaching new skills, including graded assistance, contingent reinforcement and environmental configuration. Participants watched their DVD six times over several days. Its impact on their teaching performances was evaluated using a multiple-baseline design. Social validity was investigated by distributing a questionnaire among the participants and family members of autistic adults. Findings Teaching performances improved substantially following training. The coaching method was rated positively by participants and family members. Originality/value Video-modelling technology can be used effectively to provide an efficient, individualized and acceptable method of coaching for care staff.

Daily living skills of autistic adolescents and young adults: A scoping review

“…Few studies included data or a means for facilitating generalisation of taught skills across environments. Of all included studies within this review, only six were carried out in the natural context, such as the participant's home or in the community (e.g., grocery store) (Burckley et al, 2015; Cohen & McGill, 2020; Cruz‐Torres et al, 2020; Ford et al, 2020; Joshi, 2020; Lamash & Josman, 2021). Further, only an additional two studies demonstrated consideration of skill generalisation.…”

“…Throughout most studies, short‐term maintenance data have been collected within a 3‐month window. Ten studies did not included any procedures to assess skill maintenance (Campbell et al, 2015; Caria et al, 2018; Cohen & McGill, 2020; Kellems et al, 2017; Lamash & Josman, 2021; Mechling et al, 2013; Pérez‐Fuster et al, 2019; Tomchek et al, 2017; Wertalik & Kubina, 2018; Wynkoop et al, 2018). Seven did not extend collection or analysis beyond 3 months (Brady et al, 2016; Burckley et al, 2015; Cruz‐Torres et al, 2020; Delisio & Isenhower, 2020; Ford et al, 2020; Gardner & Wolfe, 2019; Johnson et al, 2013).…”

“…Most studies found similar positive outcomes in terms of skill progression and independence using technology‐based tools. Nine studies investigated video modelling as a primary teaching method and the majority reported improvements in terms of independent performance of DLS (Bereznak et al, 2012; Campbell et al, 2015; Cohen & McGill, 2020; Duncan et al, 2018; Duncan et al, 2021; Tomchek et al, 2017; Wertalik & Kubina, 2018; Wynkoop et al, 2018). Video modelling is a method for teaching DLS that provides a visual recorded example of how to perform the targeted skill, for the autistic individual to view (Wertalik & Kubina, 2018).…”

“…There has been less focus on progressing independence in performing ADLs. Only eight studies that met the eligibility criteria considered ADLs (Campbell et al, 2015;Cohen & McGill, 2020;Cruz-Torres et al, 2020;Duncan et al, 2021Duncan et al, , 2018Joshi, 2020;Kellems et al, 2017;Wertalik & Kubina, 2018). Within these eight studies, only two exclusively focussed on ADLs (Cohen & McGill, 2020;Wertalik & Kubina, 2018).…”

“…Only eight studies that met the eligibility criteria considered ADLs (Campbell et al, 2015;Cohen & McGill, 2020;Cruz-Torres et al, 2020;Duncan et al, 2021Duncan et al, , 2018Joshi, 2020;Kellems et al, 2017;Wertalik & Kubina, 2018). Within these eight studies, only two exclusively focussed on ADLs (Cohen & McGill, 2020;Wertalik & Kubina, 2018). The remaining studies included an ADL, however maintained predominant focus on IADLs.…”