etadd_46(4) - Division on Autism and Developmental Disabilities

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necessary in video modeling for such students (Sigafoos et al.). Furthermore, literature on skill-based instruction indicates that persons with developmental disabilities acquire skills when tasks are presented in small increments, multiple opportunities are provided to perform the steps, and when using various prompting and fading strategies (see Giangreco, 2011; Snell, 2007). Thus, the video prompting strategy might be more useful for persons with moderate and severe developmental disabilities. Several literature reviews have been conducted on video modeling studies with persons with autism and other developmental disabilities (see Baker, Lang, & O’Reilly, 2009; Bellini & Akullian, 2007; Delano, 2007; Coy & Hermarisen, 2007; Rayner, Denholm, & Sigafoos, 2009; Shukla-Mehta, Miller, & Callahan, 2010). Results across reviews overwhelmingly indicate that video modeling strategies are useful in teaching social, communication, and self-care skills for individuals with autism and other developmental disabilities. Since the 1990s there have been numerous studies conducted using the video prompting strategy to teach various skills to persons with developmental disabilities. However, no review has been found that specifically analyzed video prompting studies. It is therefore important that practitioners and researchers have the current knowledge base about the video prompting strategy. Thus, we conducted the review of video prompting studies that were conducted with persons with developmental disabilities. Specifically, we answered the following questions in this study: (a) was video prompting an effective method for teaching skills to persons with developmental disabilities?; (b) was the video prompting strategy more effective compared to other interventions?; (c) were the skills learned through video prompting maintained in the absence of intervention?; (d) were the skills learned through video prompting generalized across settings, persons, and/or behaviors?; and, (e) what was the social validity of the video prompting strategy? Method We searched EBSCO databases which included PsychInfo, ERIC, Social Science Index, and Psychological Abstracts using the following terms: video and intervention, video prompting, video modeling, video instruction, developmental disabilities, intellectual disabilities, mental retardation, autism, technology, teaching strategies, and multimedia instruction. We selected studies that met the following criteria: (a) researchers implemented the video prompting intervention, (b) studies included at least one or more participants with developmental disabilities, and (c) published in a peer-reviewed journal between years 1990 and 2010. We also conducted an ancestral search for additional studies under the reference section of each study that we found. Overall, we selected 18 studies that met our criteria. We analyzed the selected studies on several variables including the demographics, target skills, designs, intervention effectiveness, maintenance, generalization, social validity, etc. Table 1 provides a detailed summary of the several variables that were analyzed. Results Participants The 18 studies included 68 participants. All participants were diagnosed with intellectual disability/mental retardation ranging from mild to severe. A majority of participants were diagnosed with a moderate intellectual disability except for one who was diagnosed with severe intellectual disability (see Grice & Blampied, 1994). In addition, some participants were diagnosed with additional disabilities such as autism, ADHD, physical disabilities, Down Syndrome, Aspergers, behavior disorder, Tourette, seizures, and Williams Syndrome. Participants’ ages ranged from 8 years to 41 years, with an average age of 21.5 years. Settings Researchers have conducted studies in various settings, including: a special school for students with intellectual disabilities (Grice & Blampied, 1994); resource room/self-contained classrooms (Graves, Collins, Schuster, & Kleinert, 2005; Norman, Collins, & Schuster, 2001); a conference room in a high school (Mechling, Gast, & Barthold, 2003); a home living room in a high school (Mechling, Gast, Video Prompting and Developmental Disabilities / 515
TABLE 1 Video Prompting Studies Conducted with Persons with Developmental Disabilities Participants Effective/Not Effective Mode of Presentation Setting Target Skill Design Age Disability Author Computer Yes for all Multiple probe across subjects with alternating treatment Putting away grocery Table setting Kitchen of a vocational center Mild ID, AUT Mod. ID, AUT Mod. ID Asperger, Mod. ID Mild ID, AUT Mod. ID, AUT 27 y 28 y 32 y 36 y Cannela-Malone et al. (2006) 36 y 41 y Yes, as effective as using static picture 5-ft, 8-in. screen projected from an Epson Powerlite S1 Adapted alternating treatment Using debit card to withdraw money from ATM to buy items Classroom and grocery store Mod. ID Mod. ID Mod. ID Mod. ID Mild. ID 11 y 12 y 12 y 12 y 12 y 11 y Cihak, et al. (2006) Mod. ID Computer 1 subject reached criterion with VP alone. All reached criterion with VP plus error correction Setting table Multiple baseline across participants Dining area of vocational center AUT, Mod. MR Mod. MR AUT, Mild MR AUT, Mod. MR 33 y Goodson et al. (2007) 36 y 36 y 34 y VCR, TV Yes, 2 of 3 target skills Cooking Multiple probe across Behaviors Kitchen area of classroom Mod. ID Mod. ID Graves et al. (2005) 16 y 18 y 516 / Education and Training in Autism and Developmental Disabilities-December 2011 Mod. ID 20 y Yes, 2 participants with VP Third participant with VP least to most prompt Laundry skills Multiple baseline across participants Laundry room in a group home MR, AUT DD, ADHD MR, AUT, Behavior Disorder Horn et al. (2008) 29 y 17 y 25 y
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Page 25 and 26: (14.3%), a unique curriculum (13.8%
Page 27 and 28: TABLE 1 Student Characteristics Stu
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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
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Page 45 and 46: Length of video clips. Researchers
Page 47 and 48: to learn three cooking tasks. Resul
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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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Page 61 and 62: with MoID acquiring some of their p
Page 63 and 64: Vocational task. To date one study
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Page 73 and 74: Figure 1. Example of the mini-poste
Page 75 and 76: Experimental Design This study empl
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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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(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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