A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism

• Secondary students with ASD were taught three office skills.
• Video prompting with and without voice-over narration was effective.
• Preference for voice-over narration differed among the participants.

The purpose of this study was to compare the effects of video prompting with and without voice-over narration on the acquisition of clerical skills among five secondary students with Autism Spectrum Disorder. We used an adapted alternating treatments design consisting of baseline, comparison, and best treatment conditions. Results showed there were negligible differences between video prompting with or without voice-over narration. However, participants indicated differing preferences for one method over the other.