Video activity schedules are a type of video-based instruction that combines video modeling with activity schedules. To the authors’ knowledge, there has not been a comprehensive synthesis of this intervention for teaching autistic people. The purpose of this review was to synthesize the current single-case research and evaluate the methodological quality and rigor, and the outcomes, using the Single Case Analysis Review and Framework (SCARF; Ledford et al. http://ebip.vkcsites.org/scarfv2, 2016). A systematic search of three databases was conducted for studies evaluating the intervention with autistic participants. A total of 76 studies with 199 participants met our inclusion criteria. Results of the review indicated that research is primarily conducted with adolescent and adult aged males who were taught daily living skills. Race/ethnicity information was not reported for over half of the studies. Most of the studies were conducted in a school setting, but implemented by the researcher. Overall, the results of the SCARF indicated that the studies were of high quality. Identified areas for future research are to include younger autistic participants, teaching academic or play/leisure skills, and the inclusion of race/ethnic information to further understand for whom this intervention is most effective for. Limitations and further implications for research are discussed.

视频活动时间表是一种基于视频的教学，它将视频建模与活动时间表相结合。据作者所知，目前还没有对这种用于自闭症患者教学的干预措施进行全面综合。本次综述的目的是综合当前的单例研究，并使用单例分析综述和框架（SCARF；Ledford 等人。http://ebip.vkcsites.org）评估方法的质量和严谨性以及结果/围巾v2，2016）。对三个数据库进行了系统搜索，以评估对自闭症参与者的干预措施。共有 76 项研究（涉及 199 名参与者）符合我们的纳入标准。审查结果表明，研究主要针对接受日常生活技能教育的青少年和成年男性进行。超过一半的研究没有报告种族/民族信息。大多数研究是在学校环境中进行的，但由研究人员实施。总体而言，SCARF 的结果表明研究质量很高。未来研究的确定领域包括年轻的自闭症参与者、教授学术或游戏/休闲技能，以及纳入种族/民族信息，以进一步了解这种干预措施对谁最有效。讨论了研究的局限性和进一步的影响。