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Teaching students with autism to tie a shoelace knot using video prompting and backward chaining


Rayner, C, Teaching students with autism to tie a shoelace knot using video prompting and backward chaining, Developmental Neurorehabilitation, 14, (6) pp. 339-347. ISSN 1751-8423 (2011) [Refereed Article]

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Copyright 2011 Informa Healthcare

DOI: doi:10.3109/17518423.2011.606508


Purpose: To evaluate the effects of video prompting and backward chaining for teaching students with autism to tie a shoelace knot.

Method: Videos featuring an adult and a peer or sibling model were used as part of the video prompting procedures to teach three boys with autism to tie a shoelace knot. A backward chaining procedure involving live modelling and verbal instruction was introduced following the video prompting phases.

Results: Although the video prompting interventions increased the number of steps in the shoelace tying task completed by each of the participants, the backward chaining procedure was more effective, enabling one participant to reach mastery and a second participant to approach mastery.

Conclusion: Practitioners should consider the pre-requisite skills of the participants and the nature of the target behaviour when selecting an intervention to teach daily living skills to individuals with autism.

Item Details

Item Type:Refereed Article
Keywords:autism, daily living skills, video, backward chaining, sibling model, peer model
Research Division:Education
Research Group:Specialist studies in education
Research Field:Special education and disability
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teaching and instruction technologies
UTAS Author:Rayner, C (Dr Christopher Rayner)
ID Code:75549
Year Published:2011
Web of Science® Times Cited:30
Deposited By:Education
Deposited On:2012-02-02
Last Modified:2017-11-10
Downloads:42 View Download Statistics

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