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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<strong>and</strong> without voice over instructi<strong>on</strong>s or video<br />
prompting with or without text display, etc.<br />
(see Mechling et al., 2003).<br />
Results show that few studies have attempted<br />
to fade the video prompts. An exemplary<br />
model developed by Sigafoos et al.<br />
(2007) can be replicated. In additi<strong>on</strong>, it<br />
should be worth examining whether video<br />
prompts can be faded to picture prompts <strong>and</strong>,<br />
later, to verbal prompts which are natural.<br />
Also, researchers in few studies successfully<br />
trained the participants in using h<strong>and</strong>-held<br />
devices such as PDA or video iPOD to deliver<br />
video prompts (Mechling et al., 2009; Van<br />
Laarhoven et al., 2009). Training pers<strong>on</strong>s with<br />
developmental disabilities to operate video devices<br />
<strong>on</strong> their own is likely to decrease the<br />
need for prompts <strong>and</strong> likely to improve independent<br />
functi<strong>on</strong>ing.<br />
This study indicates that <strong>on</strong>ly 5 of 18 studies<br />
have assessed for generalizati<strong>on</strong>. The importance<br />
of generalizati<strong>on</strong> is very essential when<br />
skills are taught to pers<strong>on</strong>s with developmental<br />
disabilities because they have difficulties<br />
generalizing tasks across behaviors, settings,<br />
<strong>and</strong>/or pers<strong>on</strong>s. Thus, it is important for future<br />
researchers to incorporate generalizati<strong>on</strong><br />
training using various strategies (e.g., multiple<br />
exemplars, using natural c<strong>on</strong>texts, varying<br />
stimuli) <strong>and</strong> to assess for generalizati<strong>on</strong> when<br />
video prompting studies are c<strong>on</strong>ducted.<br />
Although video prompting is an appealing<br />
interventi<strong>on</strong>, in <strong>on</strong>ly 4 of 18 studies was social<br />
validity assessed. Thus, it is difficult to c<strong>on</strong>clude<br />
whether video prompting interventi<strong>on</strong>s<br />
are easy to develop, easy to implement, <strong>and</strong><br />
feasible in applied settings. Similar c<strong>on</strong>cerns<br />
appear in other studies (see Grice & Blampied,<br />
1994; Van Laarhoven et al., 2009). It is<br />
essential for practiti<strong>on</strong>ers to select a functi<strong>on</strong>al<br />
skill, task analyze the skill, video tape<br />
the sequence, edit, c<strong>on</strong>sider whether to use<br />
prompts, operate a video device (e.g., DVD,<br />
iPod, PDA), collect data, m<strong>on</strong>itor, <strong>and</strong> assess<br />
for maintenance <strong>and</strong> generalizati<strong>on</strong>. Also,<br />
some tasks may involve too many steps <strong>and</strong> it<br />
may be cumbersome to present each step to<br />
the participant as a video prompt (e.g., having<br />
30 or more steps in a complex cooking skill).<br />
Future investigators should include such social<br />
validity comp<strong>on</strong>ents of video prompting<br />
interventi<strong>on</strong>s or the strategy may not sustain<br />
in practiti<strong>on</strong>er community.<br />
C<strong>on</strong>clusi<strong>on</strong>s<br />
This review supports the findings that pers<strong>on</strong>s<br />
with developmental disabilities can learn various<br />
domestic <strong>and</strong> independent living skills<br />
through the video prompting strategy. Video<br />
prompts appear to be more effective when<br />
compared to picture prompts. The strategy is<br />
also effective in the maintenance <strong>and</strong> generalizati<strong>on</strong><br />
of learned skills. Because of the robust<br />
research findings, it is important for future<br />
researchers to c<strong>on</strong>tinually assess social<br />
validity <strong>and</strong> make it more accessible for teachers<br />
<strong>and</strong> practiti<strong>on</strong>ers working with pers<strong>on</strong>s<br />
with developmental disabilities.<br />
References<br />
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