The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism.

Researchers tested a video-based learning program with 5 autistic elementary students to help with math skills. Teachers used video schedules to guide instruction. Students improved in math and showed fewer challenging behaviors. The benefits also carried over to different math problems and group work, making it a useful teaching tool for classrooms.

This study examined the effectiveness of a teacher-implemented video-enhanced activity schedule intervention for five elementary students with autism. Using a multiple probe design, researchers evaluated impacts on mathematical skills and challenging behaviors. Results demonstrated improved academic performance in mathematics, with concurrent reductions in challenging behaviors and stereotypy. Academic gains generalized to different math problems and small group settings, suggesting the intervention's efficiency for instructional purposes.

The technology-based approach showed promise as a practical classroom intervention that teachers can implement effectively.

Video-enhanced activity schedules represent a practical, teacher-implementable intervention for improving academic skills while reducing challenging behaviors in autistic students. The generalization effects support its use as an efficient classroom-based intervention strategy.

Small sample size (n=5) limits generalizability. Single-subject design methodology, while appropriate, provides less robust evidence than larger controlled trials. Limited information about participant characteristics and intervention fidelity measures.

This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted.