etadd_46(4) - Division on Autism and Developmental Disabilities

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G. H. (1997). Mental retardation and learning disabilities: Conceptual and applied issues. Journal of Learning Disabilities, 30, 297–308, 345. Reschly, D. J. (2002). Change dynamics in special education assessment: Historical and contemporary patterns. Peabody Journal of Education, 77, 117– 136. Spitz, H. H. (1973). Consolidating facts into the schematized learning and memory of educable retardates. In N. R. Ellis (Eds.), International Review of Research in Mental Retardation, Vol. 6 (pp. 149–168). New York: Academic Press. Stephens, W. E. (1972). Equivalence formation by retarded and nonretarded children at different mental ages. American Journal of Mental Deficiency, 77, 311–313. Taber-Doughty, T. (2005). Considering student choice when selecting instructional strategies: A comparison of three prompting systems. Research in Developmental Disabilities, 26, 411–432. Taber-Doughty, T., Patton, S. E., & Brennan, S. (2008). Simultaneous and delayed video modeling: An examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 2–18. Thomas, G. E. (1996). Teaching students with mental retardation: A life goal curriculum planning guide. Columbus, OH: Merrill. Van Laarhoven, T., Johnson, J. W., Van Laarhoven- Myers, T., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18, 119–141. Van Laarhoven, T., & Van Laarhoven-Myers, T. (2006). Comparison of three video-based instructional procedures for teaching daily living skills to persons with developmental disabilities. Education and Training in Developmental Disabilities, 41, 365– 381. Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30–34. Zeaman, D., & House, B. J. (1963). The role of attention in retardate discrimination learning. In N. R. Ellis (Ed.), Handbook of mental deficiency: Psychological theory and research (pp. 159–223). Hillsdale, NJ: Erlbaum. Zeaman, D., & House, B. J. (1979). A review of attention theory. In N. R. Ellis (Ed.), Handbook of mental deficiency: Psychological theory and research (pp. 63–120). Hillsdale, NJ: Erlbaum. Received: 29 September 2010 Initial Acceptance: 2 December 2010 Final Acceptance: 22 January 2011 Video Modeling and Prompting / 513
Education and Training in Autism and Developmental Disabilities, 2011, <strong>46</strong>(4), 514-527 © <strong>Division</strong> on Autism and Developmental Disabilities Review of Video Prompting Studies with Persons with Developmental Disabilities Devender R. Banda Texas Tech University Rose Marie Matuszny Appalachian State University Maud S. Dogoe St. Cloud State University Abstract: We reviewed 18 video prompting studies that were conducted with persons with developmental disabilities. Results across the studies indicate that video prompting is a viable method for improving various domestic, vocational, and independent living skills. In addition, video prompting strategies facilitated maintenance and generalization of learned skills. Also, in several studies when teaching various skills, video promptings strategies were more effective than static pictures or video models alone. We discuss the results and make suggestions for future researchers and practitioners. Use of prompts is one of the most important tools used in teaching students with disabilities, especially those with developmental disabilities (Wolery & Gast, 1984; Wolery, Gast, Kirk, & Schuster, 1988). Prompts are events that, when added to instruction, increase the chances that the student will make a correct response (Collins, 2007; Wolery, Ault, & Doyle, 1992). Prompting techniques are designed to facilitate acquisition of skills, minimize errors, and ensure correct responding. Prompts, therefore, help learners perform behaviors or skills they did not know and decrease the chances for errors. Prompts are either classified by the sensory modality (auditory, visual, and verbal) by which students receive the assistance or by the types of behaviors teachers engage in to provide assistance (Wolery et al.) and can be presented in any combination (Cooper, Heron, & Heward, 2007). Visual prompts have been found to be effective for individuals with developmental disabilities because they are more permanent Correspondence concerning this article should be addressed to Devender Banda, Associate Professor of Special Education, Department of Educational Psychology and Leadership, College of Education, PO Box 41071, Texas Tech University, Lubbock, TX, 79409. Email: devender.banda@ ttu.edu and concrete than transient auditory prompts (Quill, 1997). Bryan and Gast (2000) suggested that visual prompts can be presented through a variety of means including photographs, texts, pictures/line drawings, and symbols. Over the years, visual prompts have been presented through the use of texts or static pictures. In recent years however, video-based instructional procedures have been widely used to teach a range of adaptive skills and behaviors to individuals with developmental disabilities. Two types of video-based methods have been used in the literature for persons with developmental disabilities: video modeling and video prompting. In video modeling, the learner watches the video of a model performing the entire target skill or task prior to being provided the opportunity to perform the target task (Cannella-Malone et al., 2006). Video prompting on the other hand involves the learner watching each step or task in the chain and performing the step before advancing to the next task in the chain (Sigafoos et al., 2007). There is indication from the literature that video prompting might be more effective for some persons with developmental disabilities who have difficulty watching lengthy videos, as it does not require the same cognitive load (i.e., remembering the sequence of steps in the target behavior) as is 514 / 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 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: 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
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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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Education and Training in Autism an
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TABLE 1 Studies Listed According to
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TABLE 1—(Continued) Studies Liste
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Page 109 and 110:
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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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Education and Training in Autism an
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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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