etadd_46(4) - Division on Autism and Developmental Disabilities

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& Seid, 2009; Mechling & Gustafson, 2008); a resource room and grocery store (Cihak, Alberto, Taber-Doughty, & Gama, 2006); a community house (Tiong, Blampied, & le Grice, 1992); the laundry room in a group home (Horn et al., 2008); the kitchen of a vocational training center (Cannella-Malone et al., 2006; Goodson, Sigafoos, O’ Reilly, Cannella, & Lancioni, 2007; Sigafoos et al., 2007; Sigafoos et al., 2005); an apartment kitchen (Mechling, Gast, & Fields, 2008; Mechling & Gustafson, 2009; Mechling & Stephens, 2009); and an animal shelter (Van Laarhoven, Johnson, Van Laarhoven-Myers, Grider, & Grider, 2009). Overall, most studies were conducted in kitchen or home living settings because they involved cooking-related tasks. Designs Researchers in the majority of the studies used a multiple baseline/multiple-probe design across behaviors/participants (Graves et al., 2005; Horn et al., 2008; Mechling et al., 2003; Mechling et al., 2008; Mechling et al., 2009; Norman et al., 2001; Tiong et al., 1992; Van Laarhoven et al., 2009). However, in some studies a multiple-baseline design was combined with an alternating treatment or ABAB design: ABAB combined with multiple-baseline across participants (Goodson et al., 2007; Sigafoos et al., 2007; Sigafoos et al., 2005); a multiple-probe across participants with an alternating treatment design (Cannella-Malone et al., 2006). An adapted alternating treatments design was used in five studies (Cihak et al., 2006; Mechling & Gustafson, 2008, 2009; Mechling & Stephens, 2009; Van Laarhoven & Van Laarhoven-Myers, 2006). In one study an AB design was replicated across participants (Grice & Blampied, 1994). Targeted Skills Researchers in several studies (n 7) targeted food preparation or cooking-related skills (Graves et al., 2005; Mechling et al., 2008; Mechling et al., 2009; Mechling & Gustafson, 2008, 2009; Mechling & Stephens, 2009; Sigafoos et al., 2005) and in one study cooking tasks (such as microwaving pizza) were combined with other tasks such as washing a table and folding laundry (Van Laarhoven & Van Laarhoven-Myers, 2006). Investigators targeted self-help skills and/or other daily living skills in a number of studies, such as: purchasing and banking skills (Cihak et al., 2006; Mechling et al., 2003), table setting (Goodson et al., 2007), setting the table and putting away groceries (Cannella-Malone et al., 2006), doing laundry (Horn et al., 2008), dish washing (Sigafoos et al., 2007), cleaning sunglasses, putting on a wristwatch, and zipping a jacket (Norman et al., 2001). In a few of the studies investigators targeted other skills, such as operating video and computer devices (Grice & Blampied, 1994); job-related tasks including cleaning a bathroom, mopping floors, taking out garbage, and cleaning kennels at an animal shelter (Van Laarhoven et al., 2009); and safely exiting bedrooms in the event of fire (Tiong et al., 1992). Overall, a majority of the tasks involved cooking and self-care/independent living skills. Video Prompting Material Types of video prompts. The video prompts were mainly consistent across the studies. Video prompts were prepared either from the participant’s viewpoint or spectator’s viewpoint. A majority of the videos were prepared from the spectators’ viewpoint with verbal or voice-over instructions (Goodson et al., 2007; Grice & Blampied, 1994; Mechling et al., 2009; Mechling & Gustafson, 2008, 2009; Mechling & Stephens, 2009; Tiong et al., 1992; Van Laarhoven et al., 2009). In one study, the investigators mentioned that the videos were prepared from the spectators’ viewpoint (Van Laarhoven & Van Laarhoven- Myers, 2006); however, they did not mention whether any verbal instructions were used in the video prompt. Researchers in several other studies used video prompts from the participants’ viewpoint or with other combinations, including: participants’ viewpoint with voice-over instructions (Cannella-Malone et al., 2006; Graves et al., 2005; Sigafoos et al., 2007; Sigafoos et al., 2005), participants’ viewpoint with voice-over instructions and text display (Norman et al., 2001), participant’s viewpoint (Horn et al., 2008), and participants’ and spectators’ viewpoint with voice-over instructions (Mechling et al., 2008). Video Prompting and Developmental Disabilities / 519
Length of video clips. Researchers in 8 of 18 studies described the length of video clips. Prompt lengths varied: 4 s (Cihak et al., 2006), 4 to 12 s (Sigafoos et al., 2005), 4 to 30 s (Sigafoos et al., 2007), 9 to 13 s (Goodson et al., 2007), 10 to 15 s (Grice & Blampied, 1994), 12 to 42 s (Cannella-Malone et al., 2006), and 12 to 25 s (Mechling & Gustafson, 2008, 2009). The average length could not be determined because only ranges were provided in these studies. Mode of Presentation A majority of the videos were presented on laptop computers (Cannella-Malone et al., 2006; Goodson et al., 2007; Horn et al., 2008; Sigafoos et al., 2007; Sigafoos et al., 2005; Van Laarhoven & Van Laarhoven-Myers, 2006). However, in one study a computer with a touch screen program was used (Mechling et al., 2003). Televisions were used to present the tasks in 4 of the 18 studies (Graves et al., 2005; Grice & Blampied, 1994; Norman et al., 2001; Tiong et al., 1992) and in three other studies a portable DVD player was used (Mechling et al., 2008; Mechling & Gustafson, 2008; Mechling & Stephens, 2009). Researchers in two studies presented the videos on small devices such as personal digital assistant (PDA; Mechling et al., 2009) or a video iPod (Van Laarhoven et al., 2009). Finally, the video prompts were presented on the screen in one study (Cihak et al., 2006). Effectiveness of the Strategy Overwhelmingly, the video prompting strategy, sometimes combined with other prompting or error correction strategies, has enhanced various skills in the majority of participants (n 67; 99%) with developmental disabilities. However, one of three participants in Sigafoos et al. (2005) did not acquire the targeted skill. Sigafoos and colleagues taught three adults with developmental disabilities to use a microwave oven to make popcorn. Results showed that two of three participants learned to make the popcorn and maintained the skill in the follow-up probes. However, the third participant failed to reach the criterion. The investigators indicated that the third participant showed lack of interest in making the popcorn and was on anti-depressant medication. Also, in another study Graves et al. (2005) reported that the three participants in their study learned two of three cooking tasks (i.e., stovetop, microwave, countertop cooking skills) with the video prompting strategy. The authors mentioned that due to the end of the school year they did not have sufficient time to collect data for the third task. Video Prompting Combined with Other Strategies Researchers in several studies combined the video prompting with strategies such as constant time delay (CTD), video feedback, and/or error correction methods. For example, Goodson et al. (2007) used the video prompting strategy to train three adults with developmental disabilities to teach a domestic skill (table setting). The authors combined video prompting with an error correction strategy. During the error correction strategy, the investigators replayed the step on the video. If the participant still could not perform the step of the task after viewing the video clip, the researchers demonstrated through in vivo (live model) modeling. Results indicated that the participants were able to learn the table setting tasks with 90% or more accuracy when video prompting was combined with error correction than with video prompting alone. Similarly, Van Laarhoven et al. (2009) played videos on an iPod combined with an error correction strategy (video feedback) to teach three job-related tasks (i.e., cleaning a bathroom, mopping floors and taking out garbage, and cleaning kennels) to a 17-year-old person with a developmental disability. The participant was able to learn all three tasks quickly, required fewer prompts as the study progressed, and was able to operate the iPod independently. In quite a few studies least-to-most prompting methods were implemented. For example, Tiong et al. (1992) trained four adults with intellectual disabilities in fire safety using the video prompting strategy. The authors also used various levels of prompting (least to most prompting) to train the participants in different scenarios in case of fire. Initially, the investigators read out a description of a scenario and asked the participants “What would you 520 / 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 and 38: Individuals with Disabilities Educa
Page 41 and 42: TABLE 1 Video Prompting Studies Con
Page 43: TABLE 1—(Continued) Video Prompti
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
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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
Page 103 and 104:
TABLE 1 Studies Listed According to
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TABLE 1—(Continued) Studies Liste
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Page 109 and 110:
Page 111 and 112:
(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
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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