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TABLE 1 Participant Characteristics Participant Sex Age Diagnosis Communication Skills tions, could respond to video stimuli in preference assessments. Considering <strong>the</strong> relationship between discrimination skills and stimulus modalities used in preference assessments reported in previous research, and <strong>the</strong> potential of video presentations in presenting protracted activities, <strong>the</strong> purpose of this study was to systematically replicate previous research on discrimination skills and object, pictorial, and spoken stimuli in assessing preferences for leisure activities, and to include video presentation as one of <strong>the</strong> stimulus modalities. Method Participants and Setting Participants were seven adults recruited from River Road Place of St. Amant, a residential and community resource facility for persons with developmental disabilities. They were selected based on <strong>the</strong>ir ABLA assessments conducted at <strong>the</strong> beginning of <strong>the</strong> study. The ABLA assessment procedures can be found in Conyers et al. (2002), de Vries et al. (2005), and Martin and Yu (2000). Participants 1, 2, and 3 passed <strong>the</strong> visual discrimination task (referred to as Level 3 on <strong>the</strong> ABLA test) but failed both <strong>the</strong> visual matching-to-sample (Level 4) and <strong>the</strong> auditory-visual discriminations (Level 6). Participants 4 and 5 passed both Levels 3 and 4, but failed Level 6. Participants 6 and 7 passed all three levels. Characteristics for each participant were obtained from <strong>the</strong>ir health records and are provided in Table 1. All sessions were conducted in a small quiet room with minimal distractions. The experimenter sat across a table from <strong>the</strong> participant during each session, and an observer attended some of <strong>the</strong> sessions to conduct reliability checks. Research Design ABLA Levels Passed* 1 F 41 Severe developmental disabilities None 3 2 F 39 Profound developmental disabilities None 3 3 M 33 Autism None 3 4 F 37 Severe developmental disabilities None 3 and 4 5 M 49 Severe developmental Little speech; socially 3 and 4 disabilities responsive 6 F 41 Severe developmental Little speech; difficult to 3, 4, and 6 disabilities understand 7 F 50 Moderate developmental Little or no recognizable 3, 4, and 6 disabilities speech; understands simple instructions and questions * Level 3 visual discrimination, Level 4 quasi-identity visual matching-to-sample discrimination, Level 6 auditory-visual discrimination. 390 / Education and Training in Developmental Disabilities-September 2008 Each participant received an initial preference assessment using actual objects to identify his or her most preferred and least preferred leisure activities. Next, <strong>the</strong> most and least preferred leisure activities were presented in four modalities (object, picture, video, and spoken) using a replication design, with each modality assessed at least twice.
TABLE 2 Leisure Activities Used in <strong>the</strong> Preference Assessments Leisure Activity Stimuli Presented During a Trial Coloring Crayons and coloring book Doing a puzzle 3-pieces Listening to music Tape recorder with pop music Painting Paint, paint brush, paper, and water Playing cards Deck of playing cards Playing with a light toy Rattle-shaped light toy called “Meteor Storm” about 20 cm tall Playing with object-sound related toy A cow-shaped plastic toy Playing with a velcro-ball Tennis ball wrapped with velcro and two rackets with velcro on one side Playing with a carpentry set Mini tool kit Playing with a toy car A miniature sport car about 6 cm long Playing with a xylophone A miniature xylophone (24 cm 11 cm) Reading magazines Three types of magazines Shaking a rattle Rattle Touching a lighting ball Plasma lighting ball about 33 cm tall Turning on and off a fan that lights up Battery operated hand-held fan Washing and applying lotion to hands Hand soap, sponge, water and hand lotion Watering plants Plastic plants and watering can Initial Object Preference Assessment Six activities were identified for each participant based on recommendations from <strong>the</strong> participant’s caregivers and on practical considerations in presenting and performing <strong>the</strong> activities during sessions. Table 2 lists all <strong>the</strong> leisure activities used and <strong>the</strong> object stimuli presented on each trial. A paired-stimulus presentation procedure was used (Fisher et al., 1992; Piazza, Fisher, Hagopian, Bowman, & Toole, 1996). Each stimulus was paired with every o<strong>the</strong>r stimulus twice, totaling 30 trials. Order and positions of <strong>the</strong> stimuli were counterbalanced across trials. Trials were spread across two to four sessions depending on <strong>the</strong> participant’s level of functioning. On each trial, <strong>the</strong> experimenter presented <strong>the</strong> objects representing <strong>the</strong> two leisure activities concurrently on <strong>the</strong> table. Verbal prompts and gestures were provided to <strong>the</strong> participant to attend to each stimulus. The experimenter <strong>the</strong>n asked <strong>the</strong> participant to “pick one”. Once <strong>the</strong> participant made an approach response (touching or pointing to a stimulus), <strong>the</strong> non-selected stimulus was removed immediately, and <strong>the</strong> participant was allowed to engage in <strong>the</strong> chosen activity for approximate 30 s. If <strong>the</strong> participant tried to approach both stimuli or did not choose an activity after 10 s, <strong>the</strong> trial was repeated. At <strong>the</strong> end of <strong>the</strong> assessment, <strong>the</strong> preference measure for a stimulus was calculated by dividing <strong>the</strong> number of trials in which that stimulus was chosen by <strong>the</strong> total number of trials that particular stimulus was available during <strong>the</strong> assessment, multiplied by 100%. The most and least frequently preferred stimuli were used in <strong>the</strong> next phase (see Table 3). Stimulus Modalities and Presentation Procedures Four stimulus modalities were evaluated in a replication design. Presentations using objects (O) were given to each participant during <strong>the</strong> first phase, followed by presentations using pictorial (P), video (V), and spoken (S) stimuli in subsequent phases. The order for P, V, and S phases was randomized and <strong>the</strong> four Discrimination Skills / 391
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Education and Training in Developme
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Self-Determination in Relation to H
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ticipants (a) believed the<
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Field notes were used to document <
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ling information, medical history a
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Home. Jack lived with his mo<strong
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we felt strongly that we needed inf
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literature, mostly to do with <stro
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tion? The national consumer survey.
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Figure 1. Proposed intersection of
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teaching in each program for five y
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also used to support and challenge
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Despite Paula’s description of an
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The paraprofessionals at Harborvill
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Figure 2. Resultant intersection of
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learning opportunities relevant to
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Bouck, E. C. (2005). Service delive
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Thirty Year Review of Safety Skill
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TABLE 1 Safety Skill Studies Refere
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TABLE 1—(Continued) Reference Par
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found differences only in efficienc
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skill for integrating persons with
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treatment of a burn) may take sever
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created video programs to teach stu
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and on-schedule behavior and decrea
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TABLE 1—(Continued) Author(s) Mor
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trums, aggression) in a four-year-o
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(Quill, 1995). Furthe</stro
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following picture prompt training.
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medication, for example anticonvuls
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TABLE 1 Number of Facilities That U
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Page 99 and 100: TABLE 2 Codes of Student Question G
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