Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting.

Cruz-Torres et al. (2020) asked parents to teach daily living skills to their teens with autism.

Parents watched short how-to clips on an iPad, then showed the same clips to their teen while coaching each step.

The team used a multiple-baseline design across families to see if skills grew only after the iPad coaching began.

Every parent hit high fidelity scores when giving the video prompts.

All teens learned the target skills—like making a sandwich or packing a bag—and kept the skills weeks later.

Skills rose only after the iPad videos started, so the videos, not chance, drove the change.

Spriggs et al. (2015) showed one parent could shoot 30-second self-model clips on a tablet and quickly boost community skills. Elisa adds that parents don’t even need to film; they can simply deliver ready-made prompts and still win big gains at home.

Diemer et al. (2023) repeated the idea with older youth in vocational classrooms and saw the same strong maintenance. The pattern is clear: video prompting works across ages, settings, and staff.

Van Laarhoven et al. (2018) let teens tap away their own prompts. Elisa keeps the iPad but hands control to the parent. Both routes succeed, so you can pick who runs the tablet based on client need, not fear of failure.

You already own an iPad and parents want homework. Hand them a short video library, watch them rehearse once, and send them home. No extra staff, no filming, no data panic. Teens gain real-life skills, parents feel empowered, and you free up clinic hours for new cases.