Using video prompting via iPads to teach price comparison to adolescents with autism

• Video prompting was effective for teaching price comparison to two of the three students.
• Video prompting was less effective in teaching the numerical comparison step.
• Task-analysis steps requiring lower cognition involvement had faster acquisition rate.
• Mobile devices make teaching skills in community settings more feasible.

Price comparison is a functional mathematics skill commonly taught to secondary students with autism and intellectual disability to increase independence; yet, a lack of evidence-based practice in teaching price comparison exists. The purpose of this study was to examine the effectiveness of video prompting to teach price comparison using an adapted number line. A single-subject, multiprobe, multiple baseline design study was employed across three secondary students with autism. The results showed two out of three students benefited from video prompting presented on an iPad to complete price comparison tasks during the in-class simulation and the grocery store settings. Of the three students, one student completed price comparison tasks solely from video prompting and the other two students required video prompting in conjunction with the system of most-to-least prompts.