Background/Purpose Line dances can be appropriate for individuals with autism spectrum disorders (ASD) because they are structured and can be simplified by using task analysis and/or part-whole progressions (i.e., chunking/forward chaining). Line dancing also affords one the opportunity for both physical activity and socialization. Video prompting (a video modeling variation) is designed to provide task analyzed segments of a skill/activity and has shown to be effective for teaching individuals with ASD (Edrisinha et al., 2011). The purpose of this study was to investigate the influence of video prompting on the acquisition and maintenance of a line dance (Cupid Shuffle) by boys with ASD. The theoretical underpinning for this study was framed within a behavioral perspective.
Method A multiple baseline design across participants (with embedded changing criteria) was used. All sessions were videotaped. Following baseline, the intervention (video prompting) was implemented. Video prompting consisted of eleven video vignettes displaying the task analyzed dance. Participants were two boys with ASD ages 17 and 12 years, respectively. The dependent measure was the number of correct steps per one line sequence of the dance. Interobserver agreement was obtained (100%)and procedural fidelity was achieved (98%) on 30% of randomly chosen sessions.
Analysis/Results Upon visual analysis of graphed data, participants 1 and 2 acquired the dance (i.e., four sequences/one complete rotation) in five and eight sessions, respectively, and exhibited maintenance at nine and six days, respectively as well.
Conclusions These results can be useful when teaching functional activities to children and youth with ASD.
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