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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TABLE 1—(C<strong>on</strong>tinued)<br />
Video Prompting Studies C<strong>on</strong>ducted with Pers<strong>on</strong>s with <strong>Developmental</strong> <strong>Disabilities</strong><br />
Participants<br />
Effective/Not<br />
Effective<br />
Mode of<br />
Presentati<strong>on</strong><br />
Setting Target Skill Design<br />
Age Disability<br />
Author<br />
Video prompting<br />
was more effective<br />
compared to<br />
picture-based<br />
cookbooks for all<br />
4 participants<br />
Two of 3<br />
participants<br />
learned three tasks<br />
<strong>and</strong> the third <strong>on</strong>e<br />
two tasks.<br />
Portable DVD<br />
player<br />
Adapted alternating<br />
treatment<br />
Apartment Cooking-related<br />
tasks<br />
Mod. ID<br />
Mod. ID<br />
Mod. ID<br />
Mod. ID, William<br />
Syndrome<br />
20y 10m<br />
19y 9m<br />
19y 11m<br />
22y 6m<br />
Mechling & Stephens<br />
(2009)<br />
TV –VCR<br />
Combo<br />
Classroom Self-help skills Multiple-probe across<br />
behaviors <strong>and</strong><br />
participants<br />
Mod. ID DS<br />
Mild ID, DS<br />
Mod. ID, AUT<br />
Norman et al. (2001) 8y 1m<br />
9y 8m<br />
12y 3m<br />
Computer Yes for 2 of 3<br />
Delayed multiple<br />
probe<br />
A-B-A-follow-up<br />
Making a bag of<br />
popcorn in<br />
Microwave<br />
Kitchen of a vocati<strong>on</strong>al<br />
center<br />
Mod ID<br />
Mod ID<br />
Mod ID, AUT<br />
Yes for All<br />
Portable<br />
computer<br />
Dishwashing Multiple baseline<br />
across participants<br />
Kitchen of a vocati<strong>on</strong>al<br />
center<br />
Mild ID, AUT<br />
AUT<br />
Mod AUT<br />
Sigafoos et al. (2005) 34 y<br />
36 y<br />
36 y<br />
Sigafoos et al. (2007) 27 y<br />
28 y<br />
33 y<br />
Mod. ID, AUT<br />
Multiple probe M<strong>on</strong>itor Yes for all<br />
Exiting skills in<br />
case of fire<br />
Bedroom & hallway of<br />
a group home<br />
Mild ID<br />
—<br />
Mod. ID<br />
Mod. ID<br />
Video iPod Yes for all three<br />
tasks<br />
Ti<strong>on</strong>g et al. (1992) 21 y<br />
26 y<br />
30 y<br />
35 y<br />
Van Laarhoven et al.<br />
(2009)<br />
17 y Mod. ID Animal shelter Job-related tasks Multiple probe across<br />
(e.g., cleaning, tasks<br />
mopping,<br />
emptying<br />
garbage)<br />
18y Mod MR, AUT Home<br />
Domestic skills Adapted alternating<br />
17y to 19y Mod. MR classroom<br />
treatment<br />
17y to 19y Mod. MR<br />
518 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-December 2011<br />
Computer For 2 of 3<br />
participants video<br />
rehearsal plus<br />
video prompting<br />
more effective<br />
Van Laarhoven &<br />
Van Laarhoven-<br />
Myers (2006)<br />
AD/HD attenti<strong>on</strong> deficit/hyperactivity disorder; AUT <strong>Autism</strong>; DS Down Syndrome; ID intellectual disability; Mod Moderate, MR mental retardati<strong>on</strong>;<br />
Phy. Dis. physical disability.