Effects of Video Prompting Without Voice-Over Narration Among Students With Autism Spectrum Disorder

Abstract

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.