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<strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>, 2005, 40(1), 34–46 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> Us<strong>in</strong>g Video Prompt<strong>in</strong>g to Teach Cook<strong>in</strong>g Skills to Secondary Students with Moderate <strong>Disabilities</strong> Tara B. Graves Frankl<strong>in</strong> County Schools Belva C. Coll<strong>in</strong>s, John W. Schuster, <strong>and</strong> Harold Kle<strong>in</strong>ert University of Kentucky Abstract: Three secondary students with moderate disabilities acquired cook<strong>in</strong>g skills through a constant time delay procedure used with video prompt<strong>in</strong>g. A multiple probe design was used to evaluate effectiveness of the procedure to teach preparation of a food item (a) on a stove, (b) <strong>in</strong> a microwave, <strong>and</strong> (c) on a counter top. The procedure was effective for each student. Guidel<strong>in</strong>es for us<strong>in</strong>g videotapes <strong>in</strong> the <strong>in</strong>struction of functional skills are discussed. The purpose of special education is to teach students to live as <strong>in</strong>dependently as possible. This means students with moderate to severe disabilities must learn to perform daily liv<strong>in</strong>g skills, such as food preparation. Learn<strong>in</strong>g to prepare food enhances <strong>in</strong>dependence <strong>in</strong> the home <strong>and</strong> also may lead to employment <strong>in</strong> the community. Numerous <strong>in</strong>vestigations have focused on teach<strong>in</strong>g food preparation skills to students with disabilities (e.g., Johnson & Cuvo, 1981; Mart<strong>in</strong>, Rusch, James, Decker, & Trtol, 1982; Rob<strong>in</strong>son-Wilson, 1977; Schleien, Ash, Kiernan, & Wehman, 1981). For example, Schuster, Gast, Wolery, <strong>and</strong> Guilt<strong>in</strong>an (1988) used a constant time delay (CTD) procedure to teach food preparation skills (i.e., mak<strong>in</strong>g a s<strong>and</strong>wich, boil<strong>in</strong>g a bag item, bak<strong>in</strong>g canned biscuits) to four students with moderate disabilities <strong>in</strong> a one-to-one format. In later <strong>in</strong>vestigations, Hall, Schuster, Wolery, Gast, <strong>and</strong> Doyle (1992) used a CTD procedure to teach food preparation (i.e., mak<strong>in</strong>g a Spanish omelet, microwav<strong>in</strong>g a cake, bak<strong>in</strong>g a tuna casserole) to two dyads of students with moderate mental disabilities, <strong>and</strong> This <strong>in</strong>vestigation was completed to partially satisfy the thesis requirement for a Master’s degree at the University of Kentucky. Correspondence concern<strong>in</strong>g this article should be addressed to Dr. Belva C. Coll<strong>in</strong>s, University of Kentucky, Department of Special <strong>Education</strong> <strong>and</strong> Rehabilitation Counsel<strong>in</strong>g, 229 Taylor <strong>Education</strong> Build<strong>in</strong>g, Lex<strong>in</strong>gton, KY 40506-0001. E-mail: bcoll01@uky.edu 34 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-March 2005 Griffen, Wolery, <strong>and</strong> Schuster (1992) used a CTD procedure to teach food preparation skills (i.e., prepar<strong>in</strong>g a milkshake, scrambled eggs, <strong>and</strong> pudd<strong>in</strong>g) to a triad of students with moderate mental disabilities. In both <strong>in</strong>vestigations, students learned their target skills <strong>and</strong> many steps of the skills taught to others <strong>in</strong> the group. Schuster <strong>and</strong> Griffen (1993) extended this approach when they used a simultaneous prompt<strong>in</strong>g procedure to teach four students with moderate mental disabilities to make juice. F<strong>in</strong>ally, Fiscus, Schuster, Morse, <strong>and</strong> Coll<strong>in</strong>s (2002) used a CTD procedure to teach food preparation skills (i.e., mak<strong>in</strong>g cheese <strong>and</strong> crackers, waffles with syrup, <strong>and</strong> chocolate milk) to four elementary students with moderate mental disabilities <strong>and</strong> found that the students acquired 80 to 100% of the nontarget <strong>in</strong>formation, presented as <strong>in</strong>structive feedback dur<strong>in</strong>g each trial. Types of nontarget <strong>in</strong>formation were related to the task (i.e., identification of words <strong>and</strong> sentences <strong>in</strong> the picture recipe book) as well as unrelated to the task (i.e., identification of kitchen utensils). Each of these <strong>in</strong>vestigations comb<strong>in</strong>ed a systematic response prompt<strong>in</strong>g procedure (i.e., CTD or simultaneous prompt<strong>in</strong>g) with a picture recipe book to teach food preparation skills. Jones <strong>and</strong> Coll<strong>in</strong>s (1997) used another systematic response prompt<strong>in</strong>g procedure, the system of least prompts (SLP), to teach three women with moderate disabilities to prepare food (i.e., hot chocolate, popcorn, <strong>and</strong> baked
potatoes) <strong>in</strong> a microwave. Use of a hierarchy of <strong>in</strong>direct verbal, direct verbal, gestural, <strong>and</strong> model prompts gave the <strong>in</strong>structor the opportunity to embed nontarget <strong>in</strong>formation <strong>in</strong> each step of each trial. This <strong>in</strong>cluded safety <strong>and</strong> nutrition facts <strong>in</strong> delivery of prompts as well as <strong>in</strong> delivery of feedback at the end of steps. Participants acquired the nontargeted <strong>in</strong>formation as well as the target skills. Research has shown that use of video can be both an effective <strong>and</strong> an efficient way to teach daily liv<strong>in</strong>g skills to students with disabilities. For example, <strong>in</strong>vestigators have used video <strong>in</strong> teach<strong>in</strong>g community skills to students with moderate mental disabilities (Branham, Coll<strong>in</strong>s, Schuster, & Kle<strong>in</strong>ert, 1999), self-protection skills to k<strong>in</strong>dergarten <strong>and</strong> first grade students (Poche, Yoder, & Miltenberger, 1988), oral hygiene skills to children <strong>in</strong> a Headstart program (Murray & Epste<strong>in</strong>, 1981), <strong>and</strong> selfcare skills to students with moderate mental disabilities (Norman, Coll<strong>in</strong>s, & Schuster, 2001). In particular, Har<strong>in</strong>g, Kennedy, Adams, <strong>and</strong> Pitts-Conway (1987) showed a videotape of peers without disabilities model<strong>in</strong>g purchas<strong>in</strong>g skills to facilitate generalization <strong>in</strong> three adults with autism before tak<strong>in</strong>g them <strong>in</strong>to the community. Poche et al. (1988) found that use of video with behavior rehearsals was more efficient than other strategies <strong>in</strong> teach<strong>in</strong>g abduction prevention skills to 74 children. Charlop <strong>and</strong> Milste<strong>in</strong> (1989) found video model<strong>in</strong>g to be effective <strong>in</strong> teach<strong>in</strong>g generalized conversational skills to three students with autism. Cuvo <strong>and</strong> Klatt (1992) found that a comb<strong>in</strong>ation of flashcard <strong>in</strong>struction <strong>and</strong> video resulted <strong>in</strong> generalization of read<strong>in</strong>g survival words <strong>in</strong> the community by six students with mild to moderate disabilities. F<strong>in</strong>ally, Alcantara (1994) used videotapes to teach purchas<strong>in</strong>g skills <strong>in</strong> the community to three students with autism. Several <strong>in</strong>vestigations have comb<strong>in</strong>ed video with systematic response prompt<strong>in</strong>g procedures to teach daily liv<strong>in</strong>g skills. For example, LeGrice <strong>and</strong> Blampied (1994) comb<strong>in</strong>ed a CTD procedure with video to teach four participants with moderate disabilities to use a computer <strong>and</strong> a video recorder. Branham et al. (1999) used a CTD procedure to teach community skills (i.e., mail<strong>in</strong>g a letter, cash<strong>in</strong>g a check, <strong>and</strong> cross<strong>in</strong>g a street) to three students with moderate mental disabilities <strong>in</strong> the follow<strong>in</strong>g formats: (a) community-based <strong>in</strong>struction (CBI) alone, (b) classroom simulation plus CBI, <strong>and</strong> (c) videotape <strong>in</strong>struction plus CBI. While all three formats were effective, the use of videotape <strong>in</strong>struction plus CBI was the most time efficient. Norman et al. (2001) also used a CTD procedure with video when they taught self-care skills (i.e., clean<strong>in</strong>g sunglasses, putt<strong>in</strong>g on a wristwatch, <strong>and</strong> zipp<strong>in</strong>g a jacket) to three students with moderate disabilities. While Branham et al. used videotape show<strong>in</strong>g still frames of peers without disabilities perform<strong>in</strong>g the target skills, Norman et al. used a subjective viewpo<strong>in</strong>t of the task (student’s viewpo<strong>in</strong>t of the task as he or she would perform it) <strong>and</strong> added visual words to the auditory prompt<strong>in</strong>g on the videotape. Like Branham et al., Norman et al. showed a preview of the entire task before show<strong>in</strong>g the students a video of each step separated by dark frames. Aga<strong>in</strong>, the procedure was effective. Video also has been streamed on computers to teach functional skills. For example, Mechl<strong>in</strong>g, Gast, <strong>and</strong> Langone (2002) used computer-based video to teach grocery skills to four students with moderate mental disabilities. Us<strong>in</strong>g a SLP procedure <strong>in</strong> conjunction with multiple exemplars of video of grocery stores streamed on the computer screen, the <strong>in</strong>structors prompted the students through locat<strong>in</strong>g items on a grocery list, touch<strong>in</strong>g the correct aisle sign, <strong>and</strong> touch<strong>in</strong>g the item on the shelf. The students were able to generalize the skills they acquired to a novel grocery store. Cook<strong>in</strong>g programs often demonstrate food preparation on television, <strong>and</strong> these programs can be used repeatedly for <strong>in</strong>struction if videotaped. Although the literature conta<strong>in</strong>s numerous <strong>in</strong>vestigations on the systematic <strong>in</strong>struction of food preparation skills <strong>and</strong> numerous <strong>in</strong>vestigations on systematic <strong>in</strong>struction us<strong>in</strong>g video, no <strong>in</strong>vestigation has used videotape to teach food preparation skills to students with disabilities. Because most schools <strong>and</strong> homes have access to a videotape player <strong>and</strong> because the use of video has been effective <strong>in</strong> teach<strong>in</strong>g other skills, this <strong>in</strong>vestigation focused on teach<strong>in</strong>g food preparation skills through systematic <strong>in</strong>struction us<strong>in</strong>g video. Unlike the previous <strong>in</strong>vestigations (Branham et al., 1999; Norman et al., 2001), the Video Prompt<strong>in</strong>g / 35
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