Video-Based Instruction to Improve Job-Related Problem-Solving Skills of Students with Autism

Background:

Consistent poor employment outcomes among individuals with autism persist and limited research exists on how best to support high school students with autism in preparing them for employment (Shattuck et al., 2012). Additionally, instructions incorporating video technology are promising to improve various skills of students with autism (Bellini & Akullian, 2007). However, limited research exists instructing students with autism to engage in problem solving. This presentation will describe the benefits of using video-based instruction for students with autism and teaching how to solve problems encountered during job-related tasks.

Objectives:  

The purpose of this study was to determine the effectiveness of a problem solving intervention on improving problem solving performance of students with autism during vocational tasks. The following research questions were addressed: To what extent do students with autism use problem-solving steps when solving problems during job-related tasks between the baseline and intervention phase? To what extent do students with autism generalize the use of problem-solving steps to solving problems in an untrained setting? To what extent do students with autism maintain problem-solving skills six weeks following conclusion of the intervention phase?

Methods:  

A single-subject methodology, multiple-probe across students design (Horner & Baer, 1978), was used to determine the effectiveness of using video-based instruction to teach problem solving to four high school students with autism when working on various job-related tasks. Data were analyzed using visual analysis to determine whether a causal relationship existed between the problem solving intervention and students’ problem solving performance. Additionally, the improvement rate difference was used to calculate an effect size. To further supplement visual analysis, All Pair-wise Comparisons for Unequal Group Sample Sizes (Dunn, 1964) was used to provide statistical evaluation of the extent to which the changes occurred across phases.

Results:  

Results demonstrated the effectiveness of the intervention on improving all students’ problem solving performance across all problem categories. Effect size measures revealed a strong effect for each student between baseline and intervention across all problem types. Statistical analysis resulted in significant difference between baseline and intervention for each student per problem type. Generalization of problem solving performance to a second untrained setting was evident for each student and resulted in a strong effect size measure. Additionally, three of four students maintained problem solving performance at a six-week follow-up. Validity for this intervention was provided through comments from teachers and students in both schools. Overall, evidence supported that students with autism can independently engage in problem solving following the intervention.

Conclusions: This study expands previous research on improving employment-related skills of transition-age youth with autism and contributes to limited research on improving problem solving skills of students with autism. Overall, results suggest that embedding opportunities for problem solving within a functional curriculum improves students’ independent performance on vocational tasks. To improve poor post-school outcomes of individuals with autism, problem solving should be included in students’ individualized transition plans and taught within three major transition domains: post-secondary education/training, employment, and daily living.