The purpose of this study was to evaluate the effects of using video modeling (VM) to teach three young adults with autism spectrum disorder (ASD) and intellectual disability (ID) to independently communicate their physical location via text and phone call. We used a multiple-probe research design across behaviors to evaluate the effects of the intervention. Data indicated most participants required noncontrolling prompts in addition to the VM to acquire and perform the task analysis (TA) steps with accuracy. Yet once participants reached criterion, they independently performed the multistep skills and the newly learned behaviors were generalized and maintained 6 weeks posttreatment. These results extend the potential utility of VM instruction. Implications for research and practical application are discussed.

这项研究的目的是评估使用视频建模（VM）教给三位患有自闭症谱系障碍（ASD）和智力残疾（ID）的年轻人通过文本和电话独立交流其身体位置的效果。我们使用跨行为的多探针研究设计来评估干预措施的效果。数据表明，除了VM之外，大多数参与者还需要非控制性提示来准确获取和执行任务分析（TA）步骤。然而，一旦参与者达到标准，他们将独立执行多步技能，并且新学习的行为将被概括并在治疗后6周维持。这些结果扩展了VM指令的潜在用途。讨论了对研究和实际应用的意义。