Affiliations: [a] Cognitive Neuroscience Unit, Deakin University, Melbourne, VIC, Australia
| [b]
School of Psychological Sciences, Monash University, Melbourne, VIC, Australia
| [c]
Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia
| [d] Australian National Imaging Facility, Swinburne University, Melbourne, VIC, Australia
| [e]
School of Psychology, Deakin University, Melbourne, VIC, Australia
Correspondence:
[*]
Address for correspondence: Nicholas Parsons, Cognitive Neuroscience Unit, Deakin University, Melbourne, VIC, Australia. E-mail: nick.parsons@deakin.edu.au.
Abstract: BACKGROUND:Autistic adults have difficulty in learning vocational and social skills, which often translates into low employment rates. Video self-modelling (VSM) is an effective educational technique for high-support-needs autistic adults, with the ability to teach challenging vocational skills as well as basic social skills. OBJECTIVE:The present study examined the use of video self-modelling to teach vocational and social skills to a 22-year-old autistic adult. Target behaviours categories included (1) reading order forms, (2) transporting goods, and (3) engaging with customers. METHODS:A multiple baseline design was used to evaluate the effectiveness of the videos in teaching these target behaviours. The dependent variables were the percentage of tasks completed correctly, and quantitative prompt dependency, using a least-to-most prompting strategy. RESULTS:Results showed that VSM modestly improved reading order forms and transporting goods, and moderately improved engagement with customers. CONCLUSION:This intervention resulted in the successful employment of an autistic adult in a job that he desired, whilst teaching him skills he specifically struggled with. As such, VSM should be considered for others wanting to learn combined social and vocational skills.
Keywords: Video self-modelling, autism spectrum disorder, vocational skill training, social skills; case study
