etadd_46(4) - Division on Autism and Developmental Disabilities

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TABLE 1—(Continued) Video Prompting Studies Conducted with Persons with Developmental Disabilities Participants Effective/Not Effective Mode of Presentation Setting Target Skill Design Age Disability Author Classroom Technology AB Television Yes for All Mod. ID Sev. ID Mod. ID Mod. ID Mod. ID, Tourette Mod. ID, Phy. Dis Mod. ID, ADHD 13 y 13 y 15 y 18 y 16y 1m 17y 11m 18y 7m Le Grice & Blampied (1994) Computer Yes for all Multiple probe across participants Purchasing using a debit Conference room in a high school Mechling et al. (2003) card Yes for all Portable DVD player Demonstration kitchen Cooking Multiple probe across tasks 19 y 20y 2m Mechling et al. (2008) 22y 3m Yes Personal Digital Assistant (PDA) Home-living classroom cooking Multiple probe across skills 16y 4m 17y 4m Mechling et al. (2009) 17y 10m Video prompting was more effective compared to static pictures for all 6 participants Portable DVD player Adapted alternating treatment Cooking-related tasks Home living room in a high school Mod. ID Mod. ID, DS Mod. ID Mild ID, AUT Mod. ID, AUT Mod. ID, AUT Mod .AUT Mild. AUT Mod. AUT Mod. AUT Mod. AUT Mod. AUT Mod. ID, AD/HD, Seizure Mod. ID, DS Mod. ID Mod. ID Mod. ID Mod. ID, AD/HD 17y 8m 17y 10m 21y 1m 16y 3m 15y 10m 16y 8m 18y 7m Mechling & Gustafson (2008) Video prompting was more effective compared to static pictures for all 6 participants Portable DVD player Adapted alternating treatment Apartment Cooking-related tasks Mechling & Gustafson (2009) 20y 5m 22y 1m 21y 2m 19y 3m 22y 6m Video Prompting and Developmental Disabilities / 517
TABLE 1—(Continued) Video Prompting Studies Conducted with Persons with Developmental Disabilities Participants Effective/Not Effective Mode of Presentation Setting Target Skill Design Age Disability Author Video prompting was more effective compared to picture-based cookbooks for all 4 participants Two of 3 participants learned three tasks and the third one two tasks. Portable DVD player Adapted alternating treatment Apartment Cooking-related tasks Mod. ID Mod. ID Mod. ID Mod. ID, William Syndrome 20y 10m 19y 9m 19y 11m 22y 6m Mechling & Stephens (2009) TV –VCR Combo Classroom Self-help skills Multiple-probe across behaviors and participants Mod. ID DS Mild ID, DS Mod. ID, AUT Norman et al. (2001) 8y 1m 9y 8m 12y 3m Computer Yes for 2 of 3 Delayed multiple probe A-B-A-follow-up Making a bag of popcorn in Microwave Kitchen of a vocational center Mod ID Mod ID Mod ID, AUT Yes for All Portable computer Dishwashing Multiple baseline across participants Kitchen of a vocational center Mild ID, AUT AUT Mod AUT Sigafoos et al. (2005) 34 y 36 y 36 y Sigafoos et al. (2007) 27 y 28 y 33 y Mod. ID, AUT Multiple probe Monitor Yes for all Exiting skills in case of fire Bedroom & hallway of a group home Mild ID — Mod. ID Mod. ID Video iPod Yes for all three tasks Tiong et al. (1992) 21 y 26 y 30 y 35 y Van Laarhoven et al. (2009) 17 y Mod. ID Animal shelter Job-related tasks Multiple probe across (e.g., cleaning, tasks mopping, emptying garbage) 18y Mod MR, AUT Home Domestic skills Adapted alternating 17y to 19y Mod. MR classroom treatment 17y to 19y Mod. MR 518 / Education and Training in Autism and Developmental Disabilities-December 2011 Computer For 2 of 3 participants video rehearsal plus video prompting more effective Van Laarhoven & Van Laarhoven- Myers (2006) AD/HD attention deficit/hyperactivity disorder; AUT Autism; DS Down Syndrome; ID intellectual disability; Mod Moderate, MR mental retardation; Phy. Dis. physical disability.
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 and 38: Individuals with Disabilities Educa
Page 41: TABLE 1 Video Prompting Studies Con
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
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transportation, commitment) to prov
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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
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port difficulty implementing the in
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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
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communication training as a treatme
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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
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tion of the preferred item signaled
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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
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