TEACH-TIE: A PROGRAM FOR TEACHING A CHILD WITH AND A CHILD WITHOUT AUTISM TO TIE THEIR SHOELACES USING VIDEO PROMPTING AND BACKWARDS CHAINING

Abstract

This project sought to evaluate the effects of video prompting in combination with backwards chaining to increase proficiency of tying shoe-laces using a changing criterion design. Two children, one diagnosed with Autism Spectrum Disorder (ASD) and one neurotypical were invited to participate in this study. Following baseline, shoe-tying prompt videos and backwards chaining were used to teach shoe-tying. Video prompting plus backwards chaining increased the typically developing participant’s proficiency with performing a larger percentage of steps of the targeted skill independently following intervention. However, the participant with ASD was unable to meet criterion and the study was terminated for him due to challenging behavior. These results indicate that the combination of point-of-view video prompts along with backwards chaining can be effective in teaching children to tie their shoelaces. These results also indicate that children with ASD may need additional supports with this intervention to reach acquisition criterion. Parents reported satisfaction both with the procedures undertaken and with the outcomes of the intervention.