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Abstract: Recently, researchers have compared the effectiveness of video-based instruction (VBI), particularly video modeling, when using smaller versus larger screen sizes with positive, but mixed results. Using an adapted alternating treatments design, we compared two different screen sizes (i.e., iPhone 5 versus iPad 2) using video prompting as the VBI strategy. Three secondary students with autism spectrum disorder (ages 16-18 years) participated. Our results suggest that both screen sizes were effective with two participants while the larger screen size was more effective for one participant. These results are discussed along with implications for professionals implementing video prompting on mobile devices.
Video-based instruction (VBI), which includes video modeling (VM) and video prompting (VP), has been used for many years to help individuals with autism spectrum disorder (ASD) acquire skills (Banda, Dogoe, & Matuszny, 2011; Bellini & Akullian, 2007). VM involves showing a video of an entire skill and VP involves showing a video of each step of the skill individually. This type of instruction has been conducted using televisions and desktop computer monitors (Miltenberger & Charlop, 2015) as well as portable DVD players (Ayres, Mechling, & Sansosti, 2013). Recently, however, video playback technology has become smaller. Mobile devices such as personal digital assistants (PDAs), smartphones, and tablets have become ubiquitous in our society, and many of these devices are used to educate K-12 students with disabilities (Ayres et al., 2013). Consequently, researchers have begun to examine the effects of delivering VBI using these smaller screen sizes on the skill development among students with developmental disThe abilities; however, mixed results have been reported.
Mechling, Gast, and Seid (2009) reported that using an intervention package that included VP on a PDA was successful in teaching secondary students with ASD to cook food. Wu, Cannella-Malone, Wheaton, and Tullis (2014) reported that VP with error correction on an iPod Touch was successful when teaching secondary students with developmental disabilities to wash tables and windows. Moreover, Bereznak, Ayres, Mechling, and Alexander (2012) successfully implemented VP using an iPhone 3G to teach students with ASD to prepare a simple meal, make a photocopy, and to wash clothes in a washing machine. However, Canella-Malone, Wheaton, Wu, Tullis, and Park (2012) reported mixed results when using VP on an iPod Touch to teach...