Importance: Static picture (SP) schedules are an established intervention for children with autism spectrum disorder (ASD), but the use of video modeling (VM) has not been thoroughly investigated.

Objective: To compare the effectiveness of VM prompts versus SP prompts in improving autistic children’s independence with daily living skills.

Design: An experimental alternating treatment design.

Setting: Approved private school for children with disabilities.

Participants: Seventeen participants (13 male and 4 female; ages 9–18 yr) with an ASD diagnosis.

Intervention: Visual prompts using a tablet were provided during task participation, with data collected in two phases.

Outcomes and Measures: Type and frequency of the prompts required to complete the task were documented for each participant during the intervention session.

Results: Both VM and SP conditions resulted in improvements in at least one phase. Most participants demonstrated a decrease in the number of required cues to complete the task and an increase in independence to complete the task. The decrease in number of cues required from baseline to end of data collection indicated clinically meaningful improvement in task completion.

Conclusion: Both VM and SP prompts resulted in an increase in independence in daily living skills, with most participants demonstrating improvement in either condition, indicating that the use of visual prompts (either VM or SP) is effective with the ASD population.

Plain-Language Summary: Occupational therapy practitioners who work with autistic children and adolescents often identify improving daily living skills as a goal area. Findings from this study build on evidence that supports the use of a visual aid (either static picture or video modeling) to improve autistic children’s acquisition of daily living skills. The findings also highlight emerging evidence related to the level of function and effectiveness associated with the type of visual cue.

Positionality Statement: This article primarily uses identity-first language (i.e., autistic person) and at times person-first language (i.e., person with autism) to reflect the variability in the language preferences of the autism community (Lord et al., 2022).

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