etadd_46(4) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

Figure 2. Percentage of independent correct steps per session (Rose). Rose. Figure 2 illustrates the percentage of steps she completed independently while engaged in cooking tasks. Visual analysis indicates Rose completed tasks more independently when using video modeling. During baseline, she completed 52.0% of task analysis steps independently. However, this increased during intervention where she completed 78.5% of steps independently using video prompting and 87.0% using video modeling. To confirm visual analysis findings of intervention data, the standard mean difference effect size was calculated verifying video modeling was slightly more effective than video prompting for Rose (d 0.587, r 0.28). During the follow-up probe, Rose continued to increase her percentage of independent task performance by completing 91.0% of steps independently using video modeling. When this video system was withdrawn during the second probe her level of cooking independence increased to 100%. Wes. Figure 3 illustrates the percentage of steps Wes completed independently while engaged in cooking tasks. Visual analysis indicates he completed more steps independently when using video modeling than when video prompting was used. During baseline, he completed 42.83% of task analysis steps independently. This increased to 65.3% when using video prompting and 77.5% when using video modeling was used during intervention sessions. The difference between the percentages of steps completed using the strategies (e.g., video modeling and video prompting) was 12.2%. To confirm these findings, a nonparametric analysis (standardized mean difference effect size) was conducted verifying that Wes completed tasks more independently when using video modeling (d 0.706, r 0.33). During the first follow-up probe using video modeling, Wes continued to increase his level of independent task performance by completing 91.0% of task analysis steps independently. However, when this was withdrawn, his level of cooking independence dropped to 73%. Social Validity Each student was informally interviewed prior to and following the study in order to determine whether they felt learning to cook was Video Modeling and Prompting / 507
Figure 3. Percentage of independent correct steps per session (Wes). important and if video modeling and prompting were effective strategies to use. In addition, their teacher was also interviewed to confirm the social validity of cooking skills and instructional procedures used by students. Students unanimously agreed that learning to cook was an important skill to learn and video prompting and modeling were strategies that made tasks “easier to do after seeing it.” Students also reported the availability of the written recipe in addition to the video prompts and models were important for successfully completing the cooking activities. The teacher reported her students loved using the video iPod technology but was concerned about using it herself due to her own lack of knowledge on how to operate the equipment. However, she indicated her intent to incorporate the video strategies into her “cooking curriculum for next year.” Additionally, she noted the potential benefits of using video prompting and modeling for students who were visual learners and indicated these strategies might be beneficial for teaching her students in other functional skill areas. Discussion Ensuring all students with disabilities receive access to the general education curriculum is not only a legal but ethical obligation for all educators (Bechard, 2000; Hitchcock, Meyer, Rose, & Jackson, 2002). Special educators must also assure students will have access to a curriculum that facilitates future autonomous functioning in school, domestic, work, and other community settings (Clark, Field, Patton, Brolin, & Sitlington, 1994). As such, a clear need exists for education programs serving students with disabilities, including those with mild intellectual disabilities, to provide concurrent access to the general education curriculum and a functional curriculum in order to meet students’ academic and functional skill needs. The present investigation compared the effectiveness of video prompting and video modeling delivered via iPod Nanos when teaching functional cooking skills to students with mild intellectual disabilities. The results indicated each student was successful in using video prompting and video modeling for independently completing novel 508 / 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 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: ment was 100% for baseline and main
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
Page 77 and 78: intervention sessions was 75.55% de
Page 79 and 80: help continue maximum skill profici
Page 83 and 84:
at the same time, or did not respon
Page 85 and 86:
Figure 1. Correct responses for Joe
Page 87 and 88:
sponses for each skill. No trends w
Page 89 and 90:
then be used as a template for quic
Page 91 and 92:
2007). Choice making initiates the
Page 93 and 94:
making choices is clearly not in th
Page 95 and 96:
epeated until stable choice pattern
Page 97 and 98:
transportation, commitment) to prov
Page 99 and 100:
can be made. Last, because consumer
Page 101 and 102:
Education and Training in Autism an
Page 103 and 104:
TABLE 1 Studies Listed According to
Page 105 and 106:
TABLE 1—(Continued) Studies Liste
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
(i.e., MSW) and duration-based (i.e
Page 113 and 114:
2008), and increasing adaptive beha
Page 115 and 116:
port difficulty implementing the in
Page 117 and 118:
of a preferred item while continuin
Page 119 and 120:
Kreiner, J., & Flexer, R. (2009). A
Page 121 and 122:
Education and Training in Autism an
Page 123 and 124:
autism on the CARS. Regarding socia
Page 125 and 126:
other effect size measures and with
Page 127 and 128:
quests during baseline sessions. Du
Page 129 and 130:
ulation was generally clear and he
Page 131 and 132:
communication training as a treatme
Page 133 and 134:
encing allergy symptoms (one partic
Page 135 and 136:
Assessments Preference assessment.
Page 137 and 138:
Interobserver agreement. A second o
Page 139 and 140:
challenging behavior in the presess
Page 141 and 142:
tion of the preferred item signaled
Page 143 and 144:
ior: An analysis of the literature.
Page 145 and 146:
moderate intellectual disabilities
Page 147 and 148:
Effects of the STAR intervention pr
Page 149 and 150:
Copeland, S. R. (2002). See citatio
Page 151 and 152:
126. Ezell, D., & Klein, C. (2003).
Page 153 and 154:
computer-based instruction program.
Page 155 and 156:
sight words to students with mental
Page 157 and 158:
Mastropieri, M. A. (2009). See cita
Page 159 and 160:
262. Noyes, D. A., & Sax, C. L. (20
Page 161 and 162:
Rispoli, M. (2009). See citation #1
Page 163 and 164:
Sparks, S. (2010). See citation #87
Page 165 and 166:
Vlaskamp, C. (2008). See citation #
Page 167 and 168:
INDEX—VOLUME 46,
Page 169 and 170:
Runes, Sandra. See Hausmann-Stabile
Page 171 and 172:
Review of video prompting studies w
Page 173 and 174:
Look! I'm in College! DVD Look, I
Page 175 and 176:
13th International Conference on Au
show all

etadd_46(4) - Division on Autism and Developmental Disabilities

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?