| The child enters the room. |
| The researcher says to the child, “OO, today we’re going to practice getting dressed. Let’s first watch a video of another friend and observe how they do it. If you practice well, I’ll give you the OO that you like after we’re done!” |
| The child watches the video. If the child pays close attention, the researcher provides social praise, such as, “Wow, OO, you’re watching so well!” and gives a sticker. The number of stickers is shown in advance, and once all stickers are placed on the token reinforcement board, the child receives a reward. |
| If the child has difficulty focusing on the video, the researcher provides verbal and instructional prompts. |
| After watching the video, the researcher says, “OO, now let’s try getting dressed ourselves!” and waits 3-5 seconds. |
| If the child responds correctly, the researcher provides social reinforcement, such as, “That’s right! You did so well!” along with a token. |
| If the child responds incorrectly, the researcher provides visual support, saying, “OO, let’s watch this again and try once more.” Then, feedback is given, such as, “OO, grab it like this!” before prompting another attempt. Prompts are provided using a most-to-least prompting approach. |
| After completing all steps, the researcher reviews the tasks performed using picture cards for one minute and says, “OO, you did such a great job today, and you collected all the tokens!” before giving the reinforcement and concluding the intervention. |