etadd_46(4) - Division on Autism and Developmental Disabilities

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TABLE 1—(Continued) Overview of Handheld Technology Research Design Setting Results Author(s) Participants Target Skill (Dependent Variable) University campus Use of PDA with multiple prompt levels (audio, picture, video) resulted in students independently locating three different destinations. Students selfadjusted prompt levels used. Maintenance of Multiple probe across tasks Pedestrian travel (walking) locating landmarks & destinations Mechling & Seid (2011) n 3CA 21-22yrs Moderate ID skills over time. Alternating treatments Community library Both simultaneous & delayed video modelling effective. Preferred modeling system more effective for 2 students. Generalization of performance across Locating books & DVDs. Use of computer to locate call numbers n 3CA 13-15yrs Moderate ID Taber-Doughty, Patton, & Brennan (2008) libraries. Video prompting & feedback, using a Video iPod, resulted in an increase in correct responding across tasks & decrease in adult prompting for error correction & use of the No-kill animal shelter Multiple probe across tasks Emptying trash, mopping, cleaning bathroom, cleaning kennels n 1CA 17yrs Moderate ID Van Laarhoven, Van Laarhoven-Myers, Grider, & Grider (2009) device. Video modeling & feed back & least to most prompting resulted in increased independent responding & decrease in adult prompting Red Robin & Applebee’s restaurants Multiple probe across tasks Sorting & sanitizing silverware, portioning recipes, cleaning & sanitizing work area, clocking in & out, rolling silverware n 2CA 18yrs Mild to moderate ID Van Laarhoven, Van Laarhoven-Myers, & Zurita (2007) Twenty-First Century Portable Electronic Devices / 485
Figure 1. MP3 Player (Model: SM-320V). Pine Technology, Ltd. segments on the device. In addition, media players such as video iPods now feature video playback (see section titled Handheld Computers and Handheld Video Players). In the only identified study evaluating use of a media player with audio playback, Taber- Doughty (2005) used a D’music MP3 Player (Pine Technology, Ltd) (Figure 1) to deliver auditory prompts while comparing the effects and efficiency of student choice and task performance between prompting methods (MP3 player, system of least prompts, and picture prompts). Data were collected for the percent of task steps completed independently and the duration of task completion for the tasks of operating a copying machine and making purchases using a debit card machine. Results demonstrated that each system was effective and efficient for five high school age students with moderate ID and that students’ performances were superior when using their system of choice. Although the experimental design did not meet the criteria for inclusion in the current literature review, one additional study was identified which used a portable cassette player to prompt students with moderate intellectual and visual disabilities (Lancioni, O’Reilly & Oliva, 2001). The study demonstrated that although more sophisticated devices may be available, researchers and practitioners are still finding value in lighter tech systems. An interesting finding and focus of the study was that following task mastery using step-by-step auditory instructions, the participants were able to complete tasks when two auditory steps from the original instructions were clustered together. Cellular/Smartphones In addition to meeting basic communication needs, it is suggested that use of cell phones by persons with disabilities can address safety issues (i.e., being lost, being stranded if a wheelchair breaks down) or be used as a memory aid (alarms and reminder features) (Bryen, Carey, & Friedman, 2007). In their survey of cell phone use by 83 persons with intellectual disabilities, Bryen et al. found that in addition to day-to-day communication, cell phones were most often used for emergencies, storing phone numbers, and storing calendar information. In the current review, two of the three studies which evaluated use of cell phones by persons with moderate intellectual disabilities, used a cell phone as an intervention for the emergency situation of being lost in the community. In the first study, Taber, Alberto, Hughes, and Seltzer (2002) found that 14 middle school students were able to use a cell phone to dial a number by copying a phone number from a printed card and to describe their physical location. Sessions were first conducted at school and then generalized to a community setting. In a final phase, students also dialed a different phone number than the one used during training. Because some students had difficulty dialing the phone number in the first study, speed dialing was used in a second study by Taber, Alberto, Seltzer, and Hughes (2003). In addition to the change in dialing, they also evaluated six secondary age students’ abilities to answer a cell phone and describe their location to the caller for those students who were not able to recognize that they were lost. Once again, training took place in the school setting and then generalization sessions occurred in two community settings. Results were again supportive of cell phone use by students with moderate intellectual disabilities when lost in the community. One interesting result of each of these studies was that in addition to some issues with operation of the cell phone itself, students had the greatest amount of difficulty describing their physical location. In spite of their potential benefits, Bryen et 486 / Education and Training in Autism and Developmental Disabilities-December 2011
Page 1 and 2: Education and Training in Autism an
Page 3 and 4: March 2012 Manuscripts Accepted for
Page 5 and 6: new line of research, the review ho
Page 7 and 8: TABLE 1—(Continued) Overview of H
Page 9: TABLE 1—(Continued) Overview of H
Page 13 and 14: Figure 3. Sony-Ericsson K800. Retri
Page 15 and 16: computer with three middle school s
Page 17 and 18: Figure 6. Video iPod. Apple, Inc. h
Page 19 and 20: example, in contrast to previous st
Page 21 and 22: using public transportation. Device
Page 23 and 24: accessible software to increase ind
Page 25 and 26: (14.3%), a unique curriculum (13.8%
Page 27 and 28: TABLE 1 Student Characteristics Stu
Page 29 and 30: eos” was highlighted. Students th
Page 31 and 32: ment was 100% for baseline and main
Page 33 and 34: Figure 3. Percentage of independent
Page 35 and 36: how to program and operate the equi
Page 37 and 38: Individuals with Disabilities Educa
Page 41 and 42: TABLE 1 Video Prompting Studies Con
Page 43 and 44: TABLE 1—(Continued) Video Prompti
Page 45 and 46: Length of video clips. Researchers
Page 47 and 48: to learn three cooking tasks. Resul
Page 49 and 50: Van Laarhoven and Van Laarhoven-Mye
Page 51 and 52: Dogoe, M., & Banda, D. R. (2009). R
Page 55 and 56: TABLE 1 Summary of Demographic and
Page 57 and 58: TABLE 2 Summary of Outcome Variable
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with MoID acquiring some of their p
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Vocational task. To date one study
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ed; thereby adding to the amount of
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Retardation and Developmental Disab
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Education and Training in Autism an
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TABLE 1 Student Demographic Informa
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Figure 1. Example of the mini-poste
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Experimental Design This study empl
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intervention sessions was 75.55% de
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help continue maximum skill profici
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at the same time, or did not respon
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Figure 1. Correct responses for Joe
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sponses for each skill. No trends w
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then be used as a template for quic
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2007). Choice making initiates the
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making choices is clearly not in th
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epeated until stable choice pattern
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transportation, commitment) to prov
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can be made. Last, because consumer
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TABLE 1 Studies Listed According to
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TABLE 1—(Continued) Studies Liste
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(i.e., MSW) and duration-based (i.e
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2008), and increasing adaptive beha
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port difficulty implementing the in
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of a preferred item while continuin
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Kreiner, J., & Flexer, R. (2009). A
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autism on the CARS. Regarding socia
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other effect size measures and with
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quests during baseline sessions. Du
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ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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computer-based instruction program.
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sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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262. Noyes, D. A., & Sax, C. L. (20
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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