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Figure 3. Graphic data for Kelly. Open circles represent correct responses before the prompt, <strong>and</strong> open triangles represent correct responses after the prompt. 42 / <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
Joe met criterion of 100% correct responses for three sessions when cook<strong>in</strong>g noodles (total of 10 sessions) <strong>and</strong> mak<strong>in</strong>g a s<strong>and</strong>wich (total of seven sessions). He made only sequential errors dur<strong>in</strong>g <strong>in</strong>struction <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>ed the skills over time. Total tra<strong>in</strong><strong>in</strong>g time for cook<strong>in</strong>g noodles was 1 hr 59 m<strong>in</strong> for noodles with a mean of 13 m<strong>in</strong> per session (range 11 to 18 m<strong>in</strong>). Total tra<strong>in</strong><strong>in</strong>g time for mak<strong>in</strong>g a s<strong>and</strong>wich was 19 m<strong>in</strong> with a mean of 4 m<strong>in</strong> per session. Alley met criterion of 100% correct responses for three sessions when mak<strong>in</strong>g a s<strong>and</strong>wich (total of 12 sessions) <strong>and</strong> microwav<strong>in</strong>g macaroni (total of eight sessions). She made sequential <strong>and</strong> topographical errors dur<strong>in</strong>g <strong>in</strong>struction <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>ed the skills over time. Total tra<strong>in</strong><strong>in</strong>g time for mak<strong>in</strong>g a s<strong>and</strong>wich was 60 m<strong>in</strong> with a mean of 6 m<strong>in</strong> per session (range 3 to 11 m<strong>in</strong>). Total tra<strong>in</strong><strong>in</strong>g time for microwav<strong>in</strong>g macaroni was 1 hr 31 m<strong>in</strong> with a mean of 13 m<strong>in</strong> per session (range 10 to 18 m<strong>in</strong>). Kelly met criterion of 100% correct response for three sessions when microwav<strong>in</strong>g macaroni (total of n<strong>in</strong>e sessions) <strong>and</strong> cook<strong>in</strong>g noodles (total of n<strong>in</strong>e sessions). She made sequential <strong>and</strong> topographical errors dur<strong>in</strong>g <strong>in</strong>struction <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>ed the skills over time. Total tra<strong>in</strong><strong>in</strong>g time for microwav<strong>in</strong>g macaroni was 1 hr <strong>and</strong> 30 m<strong>in</strong> with a mean of 9 m<strong>in</strong> per session (range 7 to 16 m<strong>in</strong>). Total tra<strong>in</strong><strong>in</strong>g time for cook<strong>in</strong>g noodles was 1 hr 22 m<strong>in</strong> with a mean of 14 m<strong>in</strong> per session. In addition to the number of sessions to criterion <strong>and</strong> <strong>in</strong>structional time (which <strong>in</strong>cluded down time while items were cook<strong>in</strong>g), the teacher also calculated the cost of materials. The total food cost for the entire <strong>in</strong>vestigation was $34.64. The mean cost per skill per student was $8.67 for macaroni, $2.88 for noodles, <strong>and</strong> $5.77 for peanut butter <strong>and</strong> jelly s<strong>and</strong>wiches. There was no cost for mak<strong>in</strong>g the videotape s<strong>in</strong>ce this was done by school personnel <strong>and</strong> students <strong>in</strong> a video class; the teacher only had the expense of purchas<strong>in</strong>g blank videotapes. Discussion Data <strong>in</strong>dicate that the CTD procedure with video prompt<strong>in</strong>g was an effective way to teach food preparation skills (i.e., Ramen noodles on a stove, Mac n M<strong>in</strong>utes <strong>in</strong> the microwave, <strong>and</strong> peanut butter <strong>and</strong> jelly s<strong>and</strong>wich on the countertop). The participants required the same or fewer sessions to criterion on the second skill taught, <strong>in</strong>dicat<strong>in</strong>g that they were “learn<strong>in</strong>g to learn” with the procedure. Factors that may have contributed to the success of the procedure could <strong>in</strong>clude the students’ familiarity with the CTD procedure, motivation due to the novelty of learn<strong>in</strong>g from videotape, <strong>and</strong> the natural re<strong>in</strong>forcement of consum<strong>in</strong>g the cooked food items. Although the teacher did not collect formal data dur<strong>in</strong>g summer vacation, parents reported to the teacher that each participant generalized each skill to the home sett<strong>in</strong>g. Joe was mak<strong>in</strong>g Ramen Noodles <strong>and</strong> peanut butter <strong>and</strong> jelly s<strong>and</strong>wiches <strong>in</strong>dependently at home for his family members <strong>and</strong> had generalized the skills to mak<strong>in</strong>g soup <strong>and</strong> other types of s<strong>and</strong>wiches (e.g., ham <strong>and</strong> cheese). He had made lunch for his father several times dur<strong>in</strong>g the summer. Alley made peanut butter <strong>and</strong> jelly s<strong>and</strong>wiches <strong>and</strong> Mac n M<strong>in</strong>utes at her gr<strong>and</strong>mother’s vacation home. Kelly made Mac n M<strong>in</strong>utes <strong>and</strong> Ramen Noodles at home; however, the microwave <strong>in</strong> her home differed from the one <strong>in</strong> the classroom <strong>and</strong> was adapted by plac<strong>in</strong>g a sticker by 4 m<strong>in</strong> on the dial. Her home measur<strong>in</strong>g cup also was adapted by plac<strong>in</strong>g a sticker at the correct marker. In summary, all three participants generalized <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong>ed the skills they acquired through video prompt<strong>in</strong>g. S<strong>in</strong>ce the data show the CTD procedure with video prompt<strong>in</strong>g to be effective <strong>in</strong> teach<strong>in</strong>g cook<strong>in</strong>g skills to students with moderate disabilities, teachers may consider produc<strong>in</strong>g similar videotapes for both cook<strong>in</strong>g as well as for other skills (e.g., community skills). One factor to consider <strong>in</strong> replicat<strong>in</strong>g this <strong>in</strong>vestigation is the mak<strong>in</strong>g of the videotape. Instead of produc<strong>in</strong>g the videotape herself, the teacher relied on the experience of others (i.e., video class <strong>in</strong>structor <strong>and</strong> students) to help produce the videotape. It took a good deal of time to produce videotapes us<strong>in</strong>g both male <strong>and</strong> female voices <strong>and</strong> to <strong>in</strong>sert blank frames for 0 s <strong>and</strong> 5 s delay <strong>in</strong>tervals <strong>and</strong> 20 s response <strong>in</strong>tervals. The process required multiple edits before the f<strong>in</strong>al videotapes were Video Prompt<strong>in</strong>g / 43
Page 1 and 2: Education
Page 7 and 8: Using Self-Monitor
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Page 19 and 20: ple characteristics of communicatio
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Page 23 and 24: TABLE 2 Levels of Social Preference
Page 25 and 26: esponses given by students
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Page 33 and 34: the token system (see Figures 1 <st
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Page 43 and 44: While hearing the
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Page 55 and 56: Generalization Probe Procedures Pri
Page 57 and 58: Figure 1. Hyperstudio “card” wi
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Page 61 and 62: curred after the prompt. Dur<strong
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Page 79 and 80: Figure 2. Number of correct respons
Page 81 and 82: TABLE 1 Instructional Data for Each
Page 83 and 84: Fetko, K. S., Schuster, J. W., Harl
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Page 87 and 88: TABLE 1 Participant Demographic Cha
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Page 93 and 94: Figure 2. Graphic display of Nate
Page 95 and 96: TABLE 2 Individual and</str
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