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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& Seid, 2009; Mechling & Gustafs<strong>on</strong>, 2008); a<br />
resource room <strong>and</strong> grocery store (Cihak, Alberto,<br />
Taber-Doughty, & Gama, 2006); a community<br />
house (Ti<strong>on</strong>g, Blampied, & le Grice,<br />
1992); the laundry room in a group home<br />
(Horn et al., 2008); the kitchen of a vocati<strong>on</strong>al<br />
training center (Cannella-Mal<strong>on</strong>e et al., 2006;<br />
Goods<strong>on</strong>, Sigafoos, O’ Reilly, Cannella, &<br />
Lanci<strong>on</strong>i, 2007; Sigafoos et al., 2007; Sigafoos<br />
et al., 2005); an apartment kitchen (Mechling,<br />
Gast, & Fields, 2008; Mechling & Gustafs<strong>on</strong>,<br />
2009; Mechling & Stephens, 2009); <strong>and</strong> an<br />
animal shelter (Van Laarhoven, Johns<strong>on</strong>, Van<br />
Laarhoven-Myers, Grider, & Grider, 2009).<br />
Overall, most studies were c<strong>on</strong>ducted in<br />
kitchen or home living settings because they<br />
involved cooking-related tasks.<br />
Designs<br />
Researchers in the majority of the studies used<br />
a multiple baseline/multiple-probe design<br />
across behaviors/participants (Graves et al.,<br />
2005; Horn et al., 2008; Mechling et al., 2003;<br />
Mechling et al., 2008; Mechling et al., 2009;<br />
Norman et al., 2001; Ti<strong>on</strong>g et al., 1992; Van<br />
Laarhoven et al., 2009). However, in some<br />
studies a multiple-baseline design was combined<br />
with an alternating treatment or ABAB<br />
design: ABAB combined with multiple-baseline<br />
across participants (Goods<strong>on</strong> et al., 2007;<br />
Sigafoos et al., 2007; Sigafoos et al., 2005); a<br />
multiple-probe across participants with an alternating<br />
treatment design (Cannella-Mal<strong>on</strong>e<br />
et al., 2006). An adapted alternating treatments<br />
design was used in five studies (Cihak et<br />
al., 2006; Mechling & Gustafs<strong>on</strong>, 2008, 2009;<br />
Mechling & Stephens, 2009; Van Laarhoven &<br />
Van Laarhoven-Myers, 2006). In <strong>on</strong>e study an<br />
AB design was replicated across participants<br />
(Grice & Blampied, 1994).<br />
Targeted Skills<br />
Researchers in several studies (n 7) targeted<br />
food preparati<strong>on</strong> or cooking-related skills<br />
(Graves et al., 2005; Mechling et al., 2008;<br />
Mechling et al., 2009; Mechling & Gustafs<strong>on</strong>,<br />
2008, 2009; Mechling & Stephens, 2009; Sigafoos<br />
et al., 2005) <strong>and</strong> in <strong>on</strong>e study cooking<br />
tasks (such as microwaving pizza) were combined<br />
with other tasks such as washing a table<br />
<strong>and</strong> folding laundry (Van Laarhoven & Van<br />
Laarhoven-Myers, 2006). Investigators targeted<br />
self-help skills <strong>and</strong>/or other daily living<br />
skills in a number of studies, such as: purchasing<br />
<strong>and</strong> banking skills (Cihak et al., 2006;<br />
Mechling et al., 2003), table setting (Goods<strong>on</strong><br />
et al., 2007), setting the table <strong>and</strong> putting away<br />
groceries (Cannella-Mal<strong>on</strong>e et al., 2006), doing<br />
laundry (Horn et al., 2008), dish washing<br />
(Sigafoos et al., 2007), cleaning sunglasses,<br />
putting <strong>on</strong> a wristwatch, <strong>and</strong> zipping a jacket<br />
(Norman et al., 2001). In a few of the studies<br />
investigators targeted other skills, such as operating<br />
video <strong>and</strong> computer devices (Grice &<br />
Blampied, 1994); job-related tasks including<br />
cleaning a bathroom, mopping floors, taking<br />
out garbage, <strong>and</strong> cleaning kennels at an animal<br />
shelter (Van Laarhoven et al., 2009); <strong>and</strong><br />
safely exiting bedrooms in the event of fire<br />
(Ti<strong>on</strong>g et al., 1992). Overall, a majority of the<br />
tasks involved cooking <strong>and</strong> self-care/independent<br />
living skills.<br />
Video Prompting Material<br />
Types of video prompts. The video prompts<br />
were mainly c<strong>on</strong>sistent across the studies.<br />
Video prompts were prepared either from the<br />
participant’s viewpoint or spectator’s viewpoint.<br />
A majority of the videos were prepared<br />
from the spectators’ viewpoint with verbal or<br />
voice-over instructi<strong>on</strong>s (Goods<strong>on</strong> et al., 2007;<br />
Grice & Blampied, 1994; Mechling et al.,<br />
2009; Mechling & Gustafs<strong>on</strong>, 2008, 2009;<br />
Mechling & Stephens, 2009; Ti<strong>on</strong>g et al.,<br />
1992; Van Laarhoven et al., 2009). In <strong>on</strong>e<br />
study, the investigators menti<strong>on</strong>ed that the<br />
videos were prepared from the spectators’<br />
viewpoint (Van Laarhoven & Van Laarhoven-<br />
Myers, 2006); however, they did not menti<strong>on</strong><br />
whether any verbal instructi<strong>on</strong>s were used in<br />
the video prompt. Researchers in several<br />
other studies used video prompts from the<br />
participants’ viewpoint or with other combinati<strong>on</strong>s,<br />
including: participants’ viewpoint with<br />
voice-over instructi<strong>on</strong>s (Cannella-Mal<strong>on</strong>e et<br />
al., 2006; Graves et al., 2005; Sigafoos et al.,<br />
2007; Sigafoos et al., 2005), participants’ viewpoint<br />
with voice-over instructi<strong>on</strong>s <strong>and</strong> text display<br />
(Norman et al., 2001), participant’s viewpoint<br />
(Horn et al., 2008), <strong>and</strong> participants’<br />
<strong>and</strong> spectators’ viewpoint with voice-over instructi<strong>on</strong>s<br />
(Mechling et al., 2008).<br />
Video Prompting <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong> / 519