Education and Training in Developmental Disabilities - Division on ...

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