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Abstract
Play skills are a crucial developmental component for children as these skills lead to further the development of social skills. Children with autism spectrum disorder (ASD) often struggle to display functional play skills both when playing alone and with peers and must be explicitly taught the skills needed to demonstrate play. This study evaluated the effects of video prompting as a tool to teach two nine-year old students with ASD three ten-step toy designs using Lego blocks. Due to variable responding with one participant and minimal increases in responding above baseline for another, the researcher added additional procedures including an attentional cue, reinforcement, and stabilization. The results suggest that video prompting is an effective instructional approach to teach functional play skills and decrease problem behavior. Limitations and recommendations for practice and future research are presented.