ABSTRACT

This study examined the effects of video prompting and least-to-most prompts on the handwashing skills of young children with autism spectrum disorder. Three children who had difficulties washing their hands during their daily routine at home or at the educational center participated in the study. The intervention of video prompting and least-to-most prompts was implemented to teach them handwashing skills, and the effects were evaluated using a multiple baseline across subjects design. The experiments consisted of a baseline, intervention, maintenance, and generalization condition that was conducted throughout each experimental condition. All the children showed improvements in their handwashing skills after the intervention was provided, the effects were maintained with the withdrawal of the intervention, and the effects were also generalized into the home environment in which the intervention was not provided. In addition, the parents of the participants, the primary therapist, and a colleague therapist highly evaluated the social validity of the intervention, including the social significance of the target behavior, the appropriateness of the procedures, and the social importance of the outcomes.

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