etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
etadd_46(4) - Division on Autism and Developmental Disabilities
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ecipes <strong>and</strong> improving their accuracy over<br />
baseline levels.<br />
Increased independence was evident for<br />
each student between baseline <strong>and</strong> interventi<strong>on</strong><br />
c<strong>on</strong>diti<strong>on</strong>s. For students, baseline levels<br />
ranged from 42.8% to 58.5%. During interventi<strong>on</strong><br />
when video prompting was used, independent<br />
performance increased from<br />
65.3% to 78.5%. However, a somewhat higher<br />
percentage was found for students when video<br />
modeling was used with percentages of independence<br />
ranging from 74.3% to 87%. While<br />
video modeling resulted in slightly greater<br />
task performance, up<strong>on</strong> closer examinati<strong>on</strong> of<br />
data, slight differences in student performance<br />
were measured between the two video<br />
instructi<strong>on</strong>al methods. For example, both Wes<br />
<strong>and</strong> Rose were able to complete cooking tasks<br />
more independently when using video modeling<br />
whereas Brittany’s performance was<br />
greater when using video prompting. Interestingly,<br />
while each student indicated their preferred<br />
video instructi<strong>on</strong>al system, <strong>on</strong>ly Rose<br />
performed better with her n<strong>on</strong>preferred system,<br />
video modeling. Previous studies examining<br />
student’s preferred instructi<strong>on</strong>al methods<br />
indicate some correlati<strong>on</strong> between<br />
preference <strong>and</strong> performance (Taber-<br />
Doughty, 2005; Taber-Doughty et al., 2008).<br />
However, this remains an area in need of further<br />
validati<strong>on</strong>.<br />
Two separate follow-up probes were c<strong>on</strong>ducted<br />
to determine students’ <strong>on</strong>going level<br />
of cooking independence. The first probe was<br />
c<strong>on</strong>ducted to c<strong>on</strong>firm the effectiveness of the<br />
more effective interventi<strong>on</strong> used during the<br />
previous c<strong>on</strong>diti<strong>on</strong>. The sec<strong>on</strong>d probe examined<br />
whether each student’s level of independence<br />
when cooking would return to baseline<br />
levels following withdrawal of the video system.<br />
All three students dem<strong>on</strong>strated a c<strong>on</strong>tinued<br />
level of independence as observed during<br />
interventi<strong>on</strong> when using their more<br />
effective video system. When those systems<br />
were removed during the follow-up probe, the<br />
level of independent functi<strong>on</strong>ing decreased<br />
slightly for both Brittany <strong>and</strong> Wes while Rose<br />
increased in her performance level. Thus, students<br />
either improved in their cooking skills<br />
or some carry-over effect existed as a result of<br />
the similarity to the previous recipe completed<br />
when using the video system. Future<br />
research may seek to exp<strong>and</strong> this c<strong>on</strong>diti<strong>on</strong><br />
over more sessi<strong>on</strong>s to c<strong>on</strong>firm the effects of<br />
the video systems <strong>on</strong> student performance. In<br />
additi<strong>on</strong>, a more accurate measure of student<br />
learning might compare student performance<br />
<strong>on</strong> similar recipes (e.g., similar number of<br />
steps, type of food, equipment needed, <strong>and</strong><br />
preparati<strong>on</strong> steps) previously completed using<br />
a video system as well as novel recipes requiring<br />
<strong>on</strong>ly a few similarities.<br />
While students in the present investigati<strong>on</strong><br />
dem<strong>on</strong>strated increased independence in<br />
cooking <strong>and</strong> following recipes when using<br />
video modeling or video prompting, <strong>on</strong>ly<br />
three students served as participants. Replicati<strong>on</strong><br />
is needed to c<strong>on</strong>firm these results when<br />
used by students who experience mild intellectual<br />
disabilities. In additi<strong>on</strong>, further studies<br />
are needed to validate the use of video<br />
prompting <strong>and</strong> video modeling by students<br />
who experience high <strong>and</strong> low incidence disabilities.<br />
While there is a growing body of<br />
literature dem<strong>on</strong>strating the effectiveness of<br />
these video strategies with students who experience<br />
low incidence disabilities (e.g., Cihak et<br />
al., 2006; Van Laarhoven et al., 2009) <strong>and</strong><br />
autism spectrum disorders (e.g., Charlop-<br />
Christy & Daneshvar, 2003; Charlop-Christy,<br />
Le, & Freeman, 2000), this research is still in<br />
its infancy. When used by students who experience<br />
mild intellectual disabilities, the present<br />
investigati<strong>on</strong> may represent the first to<br />
involve this student populati<strong>on</strong>.<br />
Although students in the current study were<br />
generally successful in using video prompting<br />
<strong>and</strong> modeling, <strong>on</strong>e possible limitati<strong>on</strong> to their<br />
immediate success <strong>and</strong> independence may be<br />
attributed to the equipment used to deliver<br />
the videos. While lightweight <strong>and</strong> portable,<br />
the iPod Nanos c<strong>on</strong>tained an extremely small<br />
viewing screen. Students may have experienced<br />
limitati<strong>on</strong>s while completing cooking<br />
activities due to an inability to see video details.<br />
As such, future studies may need to introduce<br />
similar forms of portable equipment<br />
yet with larger screens for delivering video<br />
models <strong>and</strong> prompts. Another potential limitati<strong>on</strong><br />
involves the teacher’s knowledge <strong>and</strong><br />
comfort level with the technology being used<br />
to deliver the interventi<strong>on</strong>. During the present<br />
study, the teacher expressed enthusiasm<br />
about using video prompts <strong>and</strong> modeling with<br />
her students yet was hesitant about using the<br />
iPods dues to her own lack of knowledge in<br />
Video Modeling <strong>and</strong> Prompting / 509