etadd_46(4) - Division on Autism and Developmental Disabilities

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however taught functional skills, using technology, to students with moderate and severe intellectual disabilities and autism spectrum disorders. Various technologies are frequently used when teaching functional skills to students with moderate and severe intellectual disabilities and autism spectrum disorders. Recent investigations reported the effectiveness of computers (Lancioni, Dijkstra, O’Reilly, Groeneweg, & Van den Hof, 2000; Lancioni, Van den Hof, Boelens, Rocha, & Seedhouse, 1998; Lancioni, Van den Hof, Furniss, O’Reilly, & Cunha, 1999; Mechling, 2003; 2005; Mechling, Gast, & Langone, 2002), personal digital assistants (PDA) (Cihak, Kessler, & Alberto, 2007), MP3 players (Taber-Doughty, 2005), and iPods for delivering numerous forms of instruction incorporating technology in school and community settings (Taber-Doughty, Patton, & Brennan, 2008; Van Laarhoven, Johnson, Van Laarhoven-Meyers, Grider, & Grider, 2009; Van Laarhoven & Van Laarhoven-Meyers, 2006). All resulted in increases in skill acquisition, maintenance and/or generalization; thus, demonstrating the potential for the ongoing use of technology in instruction for these populations. Two increasingly used strategies for teaching skills to students with autism spectrum disorder and moderate to severe intellectual disabilities incorporate video technology for instruction in the form of video prompting and video modeling. Video prompting combines visual and auditory prompts requiring students to view a single step of a video task sequence and complete that step before watching the next video clip of the subsequent step and performing that step (Cihak, Alberto, Taber-Doughty, & Gama, 2006; Krantz, MacDuff, Wadstrom, & McClannahan, 1991; Taber-Doughty et al., 2008). Video prompting was successfully used to teach individuals with disabilities vocational skills in an employment setting (Van Laarhoven et al. 2009), to use an ATM and debit machine (Cihak et al; Mechling, Gast, & Barthold, 2003), daily living skills (Cannella- Malone, Sigafoos, O’Reilly, de la Cruz, Edrisinha, & Lancioni, 2006; Van Laarhoven & Van Laarhoven-Meyers, 2006), grocery shopping skills (Hutcherson, Langone, Ay- res, & Clees, 2004; Mechling et al., 2002), and cooking skills (Graves, Collins, Schuster, & Kleinert, 2005). Similar success was also found with video modeling in which students perform a task in the same or alternative setting without additional prompting only after viewing the entire task sequence (Cannella-Malone et al.; Taber-Doughty et al.). What may vary with video modeling, other than the task, is the delay between viewing the video model and the actual performance of the task. Reported delays between viewing videos and performing tasks range from immediately after viewing (Charlop-Christy & Daneshvar, 2003; Geiger, Le- Blanc, Dillon, & Bates, 2010; Nikopoulos & Keenan, 2004) to at least an hour after viewing (Alberto, Cihak, & Gama, 2005; D’Ateno, Mangiapanello, & Taylor, 2003; Taber-Doughty et al.; Wert & Neisworth, 2003) when teaching students with autism spectrum disorder a variety of social, play and drawing skills, and numerous functional community skills (e.g., library skills, using an ATM) with students experiencing moderate and severe intellectual disabilities. While ongoing evidence is reported about the effectiveness of both video prompting and modeling for teaching students with autism spectrum disorder and moderate to severe intellectual disabilities, no studies could be found in which these strategies were used for teaching skills to students with mild intellectual disabilities. At a time when video technology is increasingly accessible and uncomplicated while concurrently socially desirable by peers (Taber-Doughty et al. 2008), research should seek to examine whether this technology is appropriate for use with students who experience mild intellectual disabilities. In addition, the need exists to refocus research efforts in the area of functional skills training for students with mild intellectual disabilities (Bouck & Flanagan, in press). As such, the purpose of the present investigation was to compare the effectiveness of video prompts and video modeling when used to teach three middle school students with mild intellectual disabilities to acquire cooking skills when preparing a variety of simple recipes. Video Modeling and Prompting / 501
TABLE 1 Student Characteristics Student Method Participants Chronological Age Ethnicity IQ Brittany 12 Caucasian 72 a Rose 13 Caucasian 61 a Wes 12 African American 63 a a WISC-IV. b GAC c ABAS-II d Test Scores unavailable; score given is a teacher estimate e Woodcock-Johnson Three sixth grade students with mild intellectual disabilities served as participants for this study. Brittany, Rose, and Wes were nominated by their teacher for participation in the study based on the following: (a) willingness to participate, (b) level of cognitive functioning within the mild range of intellectual disabilities, (c) no sensory deficits, (d) limited, or no experience cooking, and (e) successful completion of a pre-training program. Two of the participants were Caucasian and one was African American and all participants spent approximately 80% of their time in a special education setting for students with mild intellectual disabilities and 20% of their time in general education, largely for elective courses (i.e., physical education). All participants spoke English as their first language. Intelligence, adaptive behavior ratings, and reading and math levels were obtained from the teacher. Table 1 provides a summary for each participant. Brittany. Brittany was a 12 year-old sixthgrade female with a mild intellectual disability. Brittany had limited previous cooking experience at home and no previous cooking experience at school. Additionally, Brittany reported she did not have previous experience using an iPod. Despite her limited cooking experience, Brittany expressed interest in using an iPod to learn how to make new recipes. Rose. Rose was a 13 year-old sixth-grade female with a mild intellectual disability. Rose reported she had limited previous cooking experience at home, and Rose’s special education teacher indicated she did not have previous cooking experience at school. Additionally, Rose reported she did not have previous experience using an iPod, but she did have experience using another brand of MP3 player and thought it was easy to use. Rose was also interested in learning how to cook and making new recipes using videos although she lacked prior experience with these types of activities. Wes. Wes was a 12 year-old sixth-grade male with a mild intellectual disability. Wes reported his parents did not typically allow him to cook at home. Wes’ teacher indicated he did not have previous cooking experience at school. Wes also indicated he had no previous experience using an iPod, though he did state that he was good at “figuring out computers and a lot of stuff.” Similar to Brittany and Rose, Wes expressed an interest in using an iPod to learn how to cook. Setting Adaptive Behavior Reading Math 44 b 77 c 88 b 4.5 th grade d 83 e 87 e 4.5 th grade d 45 e 70 e All cooking activities took place in the participants’ special education classroom. Upon entering the classroom there was a small area (approximately one-fourth of the classroom) with three sinks, a counter, cooking appliances (i.e., toaster oven, toaster, blender, and microwave), and a refrigerator. Additionally, a round table with six chairs was present for 502 / 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 and 10: TABLE 1—(Continued) Overview of H
Page 11 and 12: Figure 1. MP3 Player (Model: SM-320
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: (14.3%), a unique curriculum (13.8%
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
Page 59 and 60: with students in preschool (Akmanog
Page 61 and 62: with MoID acquiring some of their p
Page 63 and 64: Vocational task. To date one study
Page 65 and 66: ed; thereby adding to the amount of
Page 67 and 68: Retardation and Developmental Disab
Page 71 and 72: TABLE 1 Student Demographic Informa
Page 73 and 74: Figure 1. Example of the mini-poste
Page 75 and 76: 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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Education and Training in Autism an
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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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