Evidence map›Paper›PMID 42319688›Full record

ArticleJournal of autism and developmental disorders2026

Investigating the Effects of Video-Enhanced Activity Schedules on Preacademic Skills for Young Children With Autism.

John J Augustine, Rose A Osnaya, Timothy J Lewis, Madison H Imler-Brandt, Angus Kittelman, David Beversdorf

Abstract read
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In one paragraph

Article in Journal of autism and developmental disorders, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

John J AugustineDepartment of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211, USA. johnaugustine@missouri.edu.ORCID http://orcid.org/0009-0007-9409-2426
Rose A OsnayaDepartment of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211, USA.ORCID http://orcid.org/0000-0002-6447-9407
Timothy J LewisDepartment of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211, USA.
Madison H Imler-BrandtDepartment of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211, USA.ORCID https://orcid.org/0009-0000-9081-5956
Angus KittelmanDepartment of Special Education, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211, USA.ORCID http://orcid.org/0000-0001-5904-3951
David BeversdorfDepartments of Neurology, Radiology, and Psychological Sciences, William and Nancy Thompson Endowed Chair in Radiology, University of Missouri, Columbia, MO, USA.ORCID http://orcid.org/0000-0002-0298-0634

Funding

Council for Exceptional Children's Division for Emotional and Behavioral Health Council for Exceptional Children's Division for Emotional and Behavioral Health
6 · The paper itself

Abstract

purposeThe purpose of this study was to evaluate the effects of a clinician-implemented video-enhanced activity schedule and an embedded Premack contingency on on-task behavior, independent task completion, and challenging behavior for preschool-aged children with ASD.

methodParticipants included four preschool-aged children with ASD and four registered behavior technicians in one clinic. The study utilized a concurrent multiple baseline across participants design to evaluate the effects of the video-enhanced activity schedule on child on-task behavior, independence, and challenging behavior.

resultsResults indicated a functional relation between the implementation of the intervention and an increase in on-task behavior and independence; however, the results suggest a functional relation was inconclusive for reductions of challenging behavior. Social validity results indicated that participants perceived the intervention to be socially valid for instructional contexts.

conclusionsStudy findings suggest that video-enhanced activity schedules may be an effective instructional modification for increasing on-task behavior and independence for young children with ASD. Implications for future research and practice are discussed.

Indexed as

AutismInstructional modificationsTechnology-based interventionsVideo-enhanced activity schedules

Identifiers

PMID42319688

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.