etadd_46(4) - Division on Autism and Developmental Disabilities

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do?” If the participant did not respond, the trainer provided a non-specific verbal prompt. If the participant still did not respond to a verbal prompt, he was shown a video of the step then was asked to perform the step. Results indicated that all four participants acquired the tasks and were able to perform the tasks in transfer settings. Furthermore, the level and number of prompts decreased at the end of the intervention. Similarly, Mechling et al. (2009) used the least-to-most prompting method (i.e., picture-prompt, picture auditory prompt, and video prompt voice over) to train three adults with autism in cooking skills using a personal digital assistant (PDA). Results showed that the PDAs with video, picture, and auditory prompts were effective as they served as a self-prompting method to improve participants’ cooking skills. Authors indicated that the self-prompting device may serve a dual purpose; an antecedent prompting as well as permanent prompting system. Also, Horn et al. (2008) taught three adults with developmental disabilities laundry skills. Two of three participants acquired the skills with the video prompting procedure alone. However, one of the participants acquired the skill when the investigators added least-tomost prompting along with video prompting. Results were idiosyncratic across participants. Likewise, Cihak et al. (2006) compared video prompting with static picture prompting with two groups of three students with intellectual disabilities to teach purchasing and banking skills. The investigators provided instruction in groups using the least-to-most prompt procedure. Results indicated that both the video prompting and the static picture prompting were equally effective across participants. Norman et al. (2001) used video modeling and video prompting combined with CTD to teach self-help skills to three children with intellectual disabilities. Initially, the entire task was presented to the participants through video modeling and later the participants were shown each step through video prompting combined with time delay. Results indicated that two participants learned all three tasks (cleaning sunglasses, putting on a wristwatch, and zipping a jacket) and the third participant learned two of three tasks (cleaning sunglasses and zipping a jacket). Similarly, Graves et al. (2005) initially showed the entire task of the video model and later showed video clips of each task combined with the CTD procedure with three students with developmental disabilities. Results indicated that all three participants successfully learned two of three cooking tasks. Likewise, Mechling et al. (2003) used video-based instruction (video modeling, video prompting, and still photographs) to teach debit card use with three adults with moderate intellectual disabilities. The authors combined video prompting with CTD. All three participants acquired the skills and learned to use the debit card in the community and novel stores. Video Prompting and Fading Prompt dependency is one of the main concerns when teaching persons with developmental disabilities. Thus, decreasing prompts is an important part of instruction to enhance independence. Results show that researchers in several studies have attempted to reduce prompts or directly withdrew the intervention to see the effects of the video prompting strategy. In a study, Sigafoos et al. (2007) explicitly faded video prompting when teaching three adults with developmental disabilities dish washing skills. Initially, the authors showed the video clips individually and asked the participants to perform the task. Subsequently, more steps were added to each video clip until all of the steps of the task had been combined into a single video clip. At the end of the study, video prompting was removed. Results indicated that the participants were able to learn the task and maintain at 1, 2, and 3 months. In another study, Sigafoos et al. (2005) taught three adults with developmental disabilities to make popcorn in the microwave with the video prompting strategy. Participants were able to retain the skills following the withdrawal of the intervention which showed that fading was not required. In another study that involved domestic skills (washing a table, microwaving pizza, and folding laundry), Van Laarhoven and Van Laarhoven-Myers (2006) showed that the students were able to fade the video prompts on their own and move to picture prompts. Finally, Mechling et al. (2008) investigated the effects of the video prompting strategy in which the participants operated a portable DVD player Video Prompting and Developmental Disabilities / 521
to learn three cooking tasks. Results indicated that all participants learned to operate the DVD player and were able to correctly perform the steps of the cooking tasks. Video Prompting versus Other Interventions Researchers in 6 of 18 studies compared video prompting with other picture/video-based interventions (Cannella-Malone et al., 2006; Cihak et al., 2006; Mechling & Gustafson, 2008, 2009; Mechling & Stephens, 2009; Van Laarhoven & Van Laarhoven-Myers, 2006). For example, Van Laarhoven and Van Larhoven-Myers compared three video-based strategies (video rehearsal, video rehearsal plus photos, and video rehearsal and in-vivo video prompting) to teach daily living skills with three young adults with developmental disabilities. Results showed that the video rehearsal combined with video prompting was more effective with two participants when compared to the two other conditions (video modeling and video modeling plus photos). For one participant, the video modeling plus photo condition was effective to increase task acquisition. In another study, Canella-Malone and colleagues compared video modeling and video prompting strategies with six adults with developmental disabilities. The investigators trained the adults to set the table and put away groceries. Results indicated that video prompting was more effective than video modeling in teaching both tasks; table setting and putting away groceries. Researchers in four studies compared video prompting versus static pictures (Cihak et al., 2006; Mechling & Gustafson, 2008, 2009; Mechling & Stephens, 2009). Mechling and Gustafson trained six adults with autism in cooking-related tasks. The investigators compared the video prompting and static pictures using an adapted alternating treatment design. Results indicated that all participants acquired the skills faster in the video prompting method compared to the static pictures during the intervention phase of the study. Also, in another study Mechling and Gustafson compared the video prompting and static picture prompting while training six adults in cooking-related tasks. Results showed that the video prompting strategy was more effective than the static picture prompting across all of the participants. Likewise, Mechling and Stephens compared the video instruction as a self-prompting strategy and static picturebased cookbooks to train four students with moderate intellectual disabilities in cookingrelated tasks. Results indicated that the video self-prompting strategy was more effective than the picture-based cookbook across all four participants. However, in one study the video prompting and static pictures were equally effective with the participants. Cihak et al. investigated the effects of the video prompting versus static picture prompting with two groups of three students with intellectual disabilities to teach purchasing and banking skills (withdrawing money from ATM and purchasing). The authors used group instructional procedures (model and test) and also provided community based instruction using a least-to-most prompt procedure. Results indicated that both the video prompting and the static picture prompting were equally effective. Overall, results of 5 of 6 studies showed that video prompting methods were more effective than the static picture interventions. Maintenance and Generalization Data Investigators in 7 of 18 studies reported maintenance data but did not report the generalization data (Cihak et al., 2006; Graves et al., 2005; Horn et al., 2008; Mechling et al., 2009; Sigafoos et al., 2007; Sigafoos et al., 2005; Van Laarhoven et al., 2009). Participants in Cihak et al. study maintained the purchasing skills learned through video prompting and static picture prompting strategies. Similarly, Sigfoos et al. collected maintenance data in their study which was conducted with three adults with developmental disabilities to teach them to microwave popcorn. Two of three participants successfully learned the skill and maintained it at 2, 6, and 10 weeks after the intervention. In another study, Sigafoos et al. trained three adults with developmental disabilities to do dish washing and maintenance data showed that they were able to perform the skill at 1, 2, and 3 month probes. Also, Mechling et al. assessed for maintenance of cooking skills using video-based instruction delivered on PDA with three individuals with autism. All three students maintained the skill 522 / 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 and 44: TABLE 1—(Continued) Video Prompti
Page 45: Length of video clips. Researchers
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
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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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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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