Systematic Review of Video Activity Schedules to Teach Autistic People

*Studies included in the systematic review

*Adams, D., Silliman-French, L., & Myers, D. (2021). The Impact of three instructional conditions on overhand throwing performance for boys with autism spectrum disorder. Palaestra, 35(2), 33–43.

Akers, J. S., Higbee, T. S., Gerencser, K. R., & Pellegrino, A. J. (2018). An evaluation of group activity schedules to promote social play in children with autism. Journal of Applied Behavior Analysis, 51(3), 553–570. https://doi.org/10.1002/jaba.474

*Akmanoğlu, N., & Pektaş-Karabekir, E. (2020). The effectiveness of video prompting in teaching children with autism the skill of drawing a six-part person. Journal of Developmental & Physical Disabilities, 32(4), 617–631. https://doi.org/10.1007/s10882-019-09709-w

Aljehany, M. S., & Bennett, K. D. (2019). Meta-analysis of video prompting to teach daily living skills to individuals with autism spectrum disorder. Journal of Special Education Technology, 34(1), 17–26. https://doi.org/10.1177/0162643418780495

*Aljehany, M. S., & Bennett, K. D. (2020). A comparison of video prompting to least-to-most prompting among children with autism and intellectual disability. Journal of Autism & Developmental Disorders, 50(5), 1714–1724. https://doi.org/10.1007/s10803-019-03929-x

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Routledge.

*Armendariz, V., & Hahs, A. D. (2019). Teaching leisure activities with social initiations through video prompting. Journal of Behavioral Education, 28(4), 479–492. https://doi.org/10.1007/s10864-019-09320-1

*Babb, S., Gormley, J., McNaughton, D., & Light, J. (2019). Enhancing independent participation within vocational activities for an adolescent with ASD using AAC video visual scene displays. Journal of Special Education Technology, 34(2), 120–132. https://doi.org/10.1177/0162643418795842

*Babb, S., McNaughton, D., Light, J., Caron, J., Wydner, K., & Jung, S. (2020). Using AAC video visual scene displays to increase participation and communication within a volunteer activity for adolescents with complex communication needs. AAC: Augmentative & Alternative Communication, 36(1), 31–42. https://doi.org/10.1080/07434618.2020.1737966

BeeVisual (n.d.). Choiceworks. https://www.beevisual.com/

Bennett, K. D., Aljehany, M. S., & Altaf, E. M. (2017a). Systematic review of video-based instruction component and parametric analyses. Journal of Special Education Technology, 32(2), 80–90. https://doi.org/10.1177/0162643417690255

*Bennett, K. D., Crocco, C., Loughrey, T. O., & McDowell, L. S. (2017b). Effects of video prompting without voice-over narration among students with autism spectrum disorder. Behavioral Development Bulletin, 22(1), 147–158. https://doi.org/10.1037/bdb0000058

*Bennett, K. D., Gutierrez, A., & Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7(10), 1273–1281. https://doi.org/10.1016/j.rasd.2013.07.013

*Bennett, K. D., Gutierrez, A., Jr., & Loughrey, T. O. (2016). Comparison of screen sizes when using video prompting to teach adolescents with autism. Education and Training in Autism and Developmental Disabilities, 51(4), 379–390.

*Bereznak, S., Ayres, K., Mechling, L., & Alexander, J. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental & Physical Disabilities, 24(3), 269–285. https://doi.org/10.1007/s10882-012-9270-8

Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827. https://doi.org/10.1016/j.cedpsych.2019.101827

Brock, M. E. (2018). Trends in the educational placement of students with intellectual disability in the United States over the past 40 years. American Journal on Intellectual and Developmental Disabilities, 123(4), 305–314. https://doi.org/10.1352/1944-7558-123.4.305

*Burckley, E., Tincani, M., & Fisher, A. G. (2015). An iPad™-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability. Developmental Neurorehabilitation, 18(2), 131–136. https://doi.org/10.3109/17518423.2014.945045

Burgess, A. F., & Gutstein, S. E. (2007). Quality of life for people with autism: Raising the standard for evaluating successful outcomes. Child and Adolescent Mental Health, 12(2), 80–86.

*Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education, 22(3), 169–189. https://doi.org/10.1007/s10864-013-9175-3

*Cannella-Malone, H. I., Fleming, C., Chung, Y., Wheeler, G. M., Basbagill, A. R., & Singh, A. H. (2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13(3), 144–153. https://doi.org/10.1177/1098300710366593

Cannella-Malone, H. I., Jimenez, E. D., Schaefer, J. M., Miller, M., & Byrum, H. (2018). Examination of the effects of video prompting across different types of tasks. Career Development and Transition for Exceptional Individuals, 41(4), 200–211. https://doi.org/10.1177/2165143417739609

*Cannella-Malone, H. I., Miller, O., Schaefer, J. M., Jimenez, E. D., Page, E. J., & Sabielny, L. M. (2016). Using video prompting to teach leisure skills to students with significant disabilities. Exceptional Children, 82(4), 463–478. https://doi.org/10.1177/0014402915598778

*Cannella-Malone, H., Chan, J. M., & Jimenez, E. D. (2017). Comparing self-directed video prompting to least-to-most prompting in post-secondary students with moderate intellectual disabilities. International Journal of Developmental Disabilities, 63(4), 211–220. https://doi.org/10.1080/20473869.2017.1301695

*Cannella-Malone, H., Sabielny, L., Jimenez, E., Justin Page, E., Miller, M., & Miller, O. (2015). Use of continuous video prompting to teach a student with a significant disability. Journal of Developmental & Physical Disabilities, 27(6), 745–754. https://doi.org/10.1007/s10882-015-9448-y

*Cannella-Malone, H., Sigafoos, J., O’Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41(4), 344–356.

*Cannella-Malone, H., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 332–344.

Carlile, K. A., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (2013). Using activity schedules on the iPod touch to teach leisure skills to children with autism. Education and Treatment of Children, 36(2), 33–57. https://doi.org/10.1353/etc.2013.0015

*Carrero, K. M., & Fuller, M. C. (2021). Teaching adolescents with autism to text message requests using video prompting. Journal of Special Education Technology, 36(1), 44–53. https://doi.org/10.1177/0162643419890247

Chaffee, R. K., Briesch, A. M., Johnson, A. H., & Volpe, R. J. (2017). A meta-analysis of class-wide interventions for supporting student behavior. School Psychology Review, 46(2), 149–164. https://doi.org/10.17105/SPR-2017-0015.V46-2

Chazin, K. T., Velez, M. S., & Ledford, J. R. (2022). Reducing escape without escape extinction: A systematic review and meta-analysis of escape-based interventions. Journal of Behavioral Education, 31(1), 186–215. https://doi.org/10.1007/s10864-021-09453-2

Christensen, D. L., Baio, J., Braun, K. V. N., Bilder, D., Charles, J., Constantino, J. N., Daniels, J., Durkin, M. S., Fitzgerald, R. T., Kurzius-Spencer, M., Lee, L., Pettygrove, S., Robinson, C., Schulz, E., Wells, C., Wingate, M. S., Zahorodny, W., & Yeargin-Allsopp, M. (2016). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2012. MMWR Surveillance Summaries, 65(3), 1–23.

*Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433–441. https://doi.org/10.1016/j.rasd.2010.06.006

*Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47(2), 71–82. https://doi.org/10.1177/2F0022466911420877

*Cruz-Torres, E., Duffy, M. L., Brady, M. P., Bennett, K. D., & Goldstein, P. (2020). Promoting daily living skills for adolescents with autism spectrum disorder via parent delivery of video prompting. Journal of Autism and Developmental Disorders, 50(1), 212–223. https://doi.org/10.1007/s10803-019-04215-6

*Cullen, J. M., Alber-Morgan, S., Simmons-Reed, E., & Izzo, M. V. (2017a). Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities. Journal of Vocational Rehabilitation, 46(3), 361–375. https://doi.org/10.3233/JVR-170873

*Cullen, J. M., Simmons-Reed, E. A., & Weaver, L. (2017b). Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities. Psychology in the Schools, 54(9), 965–978. https://doi.org/10.1002/pits.22056

*Dalgin-Eyiip, O., & Ulke-Kurkcuoglu, B. (2021). Video enhanced activity schedules: Teaching schedule following and pretend play skills to children with ASD. Education and Training in Autism and Developmental Disabilities, 56(2), 205–224.

*Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 6(4), 238–250. https://doi.org/10.1177/10983007040060040501

*Dueker, S. A., & Canella-Malone, H. I. (2019). Teaching addition to students with moderate disabilities using video prompting. The Journal of Special Education Apprenticeship, 8(2), 2.

*Edrisinha, C., O’Reilly, M. F., Choi, H. Y., Sigafoos, J., & Lancioni, G. E. (2011). “Say cheese”: Teaching photography skills to adults with developmental disabilities. Research in Developmental Disabilities, 32(2), 636–642. https://doi.org/10.1016/j.ridd.2010.12.006

*English, D. L., Gounden, S., Dagher, R. E., Chan, S. F., Furlonger, B. E., Anderson, A., & Moore, D. W. (2017). Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder. Developmental Neurorehabilitation, 20(8), 511–524. https://doi.org/10.1080/17518423.2017.1282051

*Gardner, S. J., & Wolfe, P. S. (2015). Teaching students with developmental disabilities daily living skills using point-of-view modeling plus video prompting with error correction. Focus on Autism & Other Developmental Disabilities, 30(4), 195–207. https://doi.org/10.1177/1088357614547810

*Gardner, S. J., & Wolfe, P. S. (2019). Results of a video prompting intervention package impacting dishwashing skill acquisition for adolescents with autism. Journal of Special Education Technology, 34(3), 147–161. https://doi.org/10.1177/0162643418802666

*Giles, A., & Markham, V. (2017). Comparing book- and tablet-based picture activity schedules: Acquisition and preference. Behavior Modification, 41(5), 647–664. https://doi.org/10.1177/0145445517700817

*Goodson, J., Sigafoos, J., O’Reilly, M., Cannella, H., & Lancioni, G. E. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28(5), 458–467. https://doi.org/10.1016/j.ridd.2006.06.002

*Grab, E., & Belfiore, P. J. (2016). Using video prompting to teach shoe tying to students with autism and moderate to severe intellectual disabilities. British Journal of Education, 4(7), 43–54.

*Gutierrez, A., Bennett, K. D., McDowell, L. S., Cramer, E. D., & Crocco, C. (2016). Comparison of video prompting with and without voice-over narration: A replication with young children with autism. Behavioral Interventions, 31(4), 377–389. https://doi.org/10.1002/bin.1456

Hong, E. R., Gong, L., Ninci, J., Morin, K., Davis, J. L., Kawaminami, S., Shi, Y., & Noro, F. (2017). A meta-analysis of single-case research on the use of tablet-mediated interventions for persons with ASD. Research in Developmental Disabilities, 70, 198–214. https://doi.org/10.1016/j.ridd.2017.09.013

Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37(6), 1166–1180. https://doi.org/10.1007/s10803-006-0260-5

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013–4032. https://doi.org/10.1007/s10803-020-04844-2

Individuals with Disabilities Education Improvement Act of 2004 (IDEA), Pub. L. No. 108–446, 118 Stat. 2647 (2004). [Amending 20 U.S.C. §§ 1400 et seq.].

Jess, R. L., Dozier, C. L., & Foley, E. A. (2019). Effects of a handwashing intervention package on handwashing in preschool children. Behavioral Interventions, 34(4), 475–486. https://doi.org/10.1002/bin.1684

*Johnson, J. W., Blood, E., Freeman, A., & Simmons, K. (2013). Evaluating the effectiveness of teacher-implemented video prompting on an iPod touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(3), 147–158. https://doi.org/10.1177/1088357613476344

*Kellems, R. O., Frandsen, K., Cardon, T. A., Knight, K., & Andersen, M. (2018). Effectiveness of static pictures vs video prompting for teaching functional life skills to students with autism spectrum disorders. Preventing School Failure, 62(2), 129–139. https://doi.org/10.1080/1045988X.2017.1393790

*Kellems, R. O., Frandsen, K., Hansen, B., Gabrielsen, T., Clarke, B., Simons, K., & Clements, K. (2016). Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities, 58, 31–44. https://doi.org/10.1016/j.ridd.2016.08.013

*Kellems, R. O., Rickard, T. H., Okray, D. A., Sauer-Sagiv, L., & Washburn, B. (2018b). iPad® video prompting to teach young adults with disabilities independent living skills: A maintenance study. Career Development and Transition for Exceptional Individuals, 41(3), 175–184. https://doi.org/10.1177/2165143417719078

Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. Sage. https://doi.org/10.1177/00400599211048214

*Kim, S., & Kang, V. Y. (2020). iPad® video prompting to teach cooking tasks to Korean American adolescents with autism spectrum disorder. Career Development and Transition for Exceptional Individuals, 43(3), 131–145. https://doi.org/10.1177/2165143420908286

*Kirkpatrick, M., Lang, R., Lee, A., & Ledbetter-Cho, K. (2019). A video-enhanced activity schedule reduces food stuffing in child with pervasive developmental disability: A single subject design case study. Advances in Neurodevelopmental Disorders, 3(3), 281–286. https://doi.org/10.1007/s41252-019-00100-6

*Kirkpatrick, M., Rivera, G., & Akers, J. (2022). Systematic review of behavioral interventions using digital technology to reduce problem behavior in the classroom. Journal of Behavioral Education, 31, 69–93. https://doi.org/10.1007/s10864-020-09406-1

*Knight, V. F., Kuntz, E. M., & Brown, M. (2018). Paraprofessional-delivered video prompting to teach academics to students with severe disabilities in inclusive settings. Journal of Autism & Developmental Disorders, 48(6), 2203–2216. https://doi.org/10.1007/s10803-018-3476-2

Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z

Koyama, T., & Wang, H.-T. (2011). Use of activity schedule to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32(6), 2235–2242. https://doi.org/10.1016/j.ridd.2011.05.003

*Ledbetter-Cho, K., Lang, R., Moore, M., Davenport, K., Murphy, C., Lee, A., O’Reilly, M., & Watkins, L. (2017). Effects of video-enhanced activity schedules on academic skills and collateral behaviors in children with autism. International Journal of Developmental Disabilities, 63(4), 228–237. https://doi.org/10.1080/20473869.2017.1290022

*Ledbetter-Cho, K., O’Reilly, M., Watkins, L., Lang, R., Lim, N., Davenport, K., & Murphy, C. (2020). The effects of a teacher-implemented video-enhanced activity schedule intervention on the mathematical skills and collateral behaviors of students with autism. Journal of Autism and Developmental Disorders, 53(2), 553–568. https://doi.org/10.1007/s10803-020-04495-3

Ledford, J. R., Chazin, K. T., Lane, J. D., Zimmerman, K. N., & Ayres, K. A. (2020). Single case analysis and review framework (SCARF). Retrieved from: http://ebip.vkcsites.org/scarfv2

Ledford, J. R., Lambert, J. M., Pustejovsky, J. E., Zimmerman, K. N., Hollins, N., & Barton, E. E. (2023). Single-case-design research in special education: Next-generation guidelines and considerations. Exceptional Children, 89(4), 379–396. https://doi.org/10.1177/00144029221137656

Ledford, J. R., & Windsor, S. A. (2022). Systematic review of interventions designed to teach imitation to young children with disabilities. Topics in Early Childhood Special Education, 42(2), 202–214. https://doi.org/10.1177/02711214211007190

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*Maenner, M. J., Warren, Z., Williams, A. R., Amoakohene, E., Bakian, A. V., Bilder, D. A., Durkin, M. S., Fitzgerald, R. T., Furnier, S. M., Hughes, M. M., Ladd-Acosta, C. M., McArthur, D., Pas, E. T., Salinas, A., Vehorn, A., Williams, S., Esler, A., Grzybowski, A., Hall-Lande, J., & Shaw, K. A. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020. MMWR Surveillance Summaries, 72(2), 1–14. https://doi.org/10.15585/mmwr.ss7202a1

*Mechling, L. C., Ayres, K. M., Bryant, K. J., & Foster, A. L. (2014). Comparison of the effects of continuous video modeling, video prompting, and video modeling on task completion by young adults with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49(4), 491–504.

*Mechling, L. C., Ayres, K. M., Foster, A. L., & Bryant, K. J. (2013). Comparing the effects of commercially available and custom-made video prompting for teaching cooking skills to high school students with autism. Remedial and Special Education, 34(6), 371–383. https://doi.org/10.1177/0741932513494856

*Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(10), 1420–1434. https://doi.org/10.1007/s10803-009-0761-0

*Mechling, L. C., Gast, D. L., & Seid, N. H. (2010). Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 422–439.

*Mechling, L. C., & Gustafson, M. R. (2009). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23(3), 31–45. https://doi.org/10.1177/016264340802300304

*Mechling, L. C., & Savidge, E. J. (2011). Using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism & Developmental Disorders, 41(6), 687–704. https://doi.org/10.1007/s10803-010-1088-6

*Mechling, L. C., & Stephens, E. (2009). Comparison of self-prompting of cooking skills via picture-based cookbooks and video recipes. Education and Training in Developmental Disabilities, 44(2), 218–236.

*Monaco, S. D., & Wolfe, P. (2018). Comparison of individualized and non-specific video-prompts to teach daily living skills to students with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 53(4), 378–392.

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*Rayner, C. (2011). Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Developmental Neurorehabilitation, 14(6), 339–347. https://doi.org/10.3109/17518423.2011.606508

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*Shepley, S. B., Spriggs, A. D., Samudre, M., & Elliot, M. (2018b). Increasing daily living independence using video activity schedules in middle school students with intellectual disability. Journal of Special Education Technology, 33(2), 71–82. https://doi.org/10.1177/0162643417732294

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