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Mechl<strong>in</strong>g, L. C., Gast, D. L., & Langone, J. (2002). Computer-based video <strong>in</strong>struction to teach person with moderate <strong>in</strong>tellectual disabilities to read grocery aisle signs <strong>and</strong> locate items. The Journal of Special <strong>Education</strong>, 35, 224–240. Murray, J. A., & Epste<strong>in</strong>, L. H. (1981). Improv<strong>in</strong>g oral hygiene with videotape model<strong>in</strong>g. Behavioral Modification, 5, 360–371. Norman, J. M., Coll<strong>in</strong>s, B. C., & Schuster, J. W. (2001). Us<strong>in</strong>g an <strong>in</strong>structional package <strong>in</strong>clud<strong>in</strong>g video technology to teach self-help skills to elementary students with mental disabilities. Journal of Special <strong>Education</strong> Technology, 16, 5–18. Poche, C., Yoder, P., & Miltenberger, R. (1988). Teach<strong>in</strong>g self-protection to children us<strong>in</strong>g television techniques. Journal of Applied Behavioral Analysis, 21, 253–261. Rob<strong>in</strong>son-Wilson, M. A. (1977). Picture recipe cards as an approach to teach<strong>in</strong>g severely <strong>and</strong> profoundly retarded adults to cook. <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> of the Mentally Retarded, 12, 69–73. 46 / <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 Schleien, S. J., Ash, T., Kiernan, J., & Wehman, P. (1981). Develop<strong>in</strong>g <strong>in</strong>dependent cook<strong>in</strong>g skills <strong>in</strong> a profoundly retarded woman. Journal of the Association for Persons with Severe H<strong>and</strong>icaps, 6, 23–29. Schuster, J. W., Gast, D. L., Wolery, M., & Guilt<strong>in</strong>an, S. (1988). The effectiveness of a constant time delay procedure to teach cha<strong>in</strong>ed responses to adolescents with mental retardation. Journal of Applied Behavioral Analysis, 21, 169–178, Schuster, J. W., & Griffen, A. K. (1993). Teach<strong>in</strong>g a cha<strong>in</strong>ed task with a simultaneous prompt<strong>in</strong>g procedure. Journal of Behavioral <strong>Education</strong>, 3, 299– 315. Wechsler, D., (1991). Wechsler Intelligence Scale for Children - Revised. New York: Psychological Corporation. Received: 7 August 2003 Initial Acceptance: 25 September 2003 F<strong>in</strong>al Acceptance: 15 January 2004
Computer-Based Video Instruction to Teach Students with Intellectual <strong>Disabilities</strong> to Verbally Respond to Questions <strong>and</strong> Make Purchases <strong>in</strong> Fast Food Restaurants L<strong>in</strong>da C. Mechl<strong>in</strong>g, Leslie S. Pridgen, <strong>and</strong> Beth A. Cron<strong>in</strong> The University of North Carol<strong>in</strong>a at Wilm<strong>in</strong>gton Abstract: Computer-based video <strong>in</strong>struction (CBVI) was used to teach verbal responses to questions presented by cashiers <strong>and</strong> purchas<strong>in</strong>g skills <strong>in</strong> fast food restaurants. A multiple probe design across participants was used to evaluate the effectiveness of CBVI. Instruction occurred through simulations of three fast food restaurants on the computer us<strong>in</strong>g video captions, still photographs, <strong>and</strong> voice record<strong>in</strong>gs. Generalization <strong>and</strong> ma<strong>in</strong>tenance of skills were measured with<strong>in</strong> the three community fast food restaurants. Results <strong>in</strong>dicate that verbal responses to questions <strong>and</strong> fast food restaurant purchas<strong>in</strong>g skills can be taught to students with moderate to severe <strong>in</strong>tellectual disabilities through CBVI. The importance of acquir<strong>in</strong>g functional community skills to promote <strong>in</strong>dependence is supported <strong>in</strong> the field of special education. These <strong>in</strong>clude such skills as: shopp<strong>in</strong>g, purchas<strong>in</strong>g, travel <strong>and</strong> mobility, bank<strong>in</strong>g, <strong>and</strong> participation <strong>in</strong> recreational activities. The ability to access restaurants, <strong>in</strong>clud<strong>in</strong>g fast food, “sit down,” <strong>and</strong> family restaurants, is also reported as functional <strong>and</strong> mean<strong>in</strong>gful for person with disabilities (Snell & Brown, 2000; Storey, Bates, & Hanson, 1984; Westl<strong>in</strong>g & Fox, 2000) <strong>and</strong> is a skill that can be used repeatedly <strong>and</strong> across multiple environments. A number of important sub-skills are necessary when us<strong>in</strong>g a restaurant <strong>in</strong>clud<strong>in</strong>g: order<strong>in</strong>g, pay<strong>in</strong>g, eat<strong>in</strong>g, travel, safety, <strong>and</strong> social etiquette. A limited number of studies have evaluated <strong>in</strong>struction of these skills with the majority focus<strong>in</strong>g on fast food establishments (Berg et al., 1989- 90; Cooper & Browder, 1998; Marhol<strong>in</strong>, O’Toole, Torchette, Berger, & Doyle, 1979; McDonnell, 1987; McDonnell & Ferguson, 1988; Rotholz, Berkowitz, & Burberry, 1989; Sowers & Powers, 1995; Van Den Pol et al., 1981). In addition to fast food establishments, skills for us<strong>in</strong>g family restaurants (Bates, Cuvo, Correspondence concern<strong>in</strong>g this article should be addressed to L<strong>in</strong>da C. Mechl<strong>in</strong>g, Department of Curricular Studies, The University of North Carol<strong>in</strong>a at Wilm<strong>in</strong>gton, 601 South College Road, Wilm<strong>in</strong>gton, NC 28403-5940. <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), 47–59 © <strong>Division</strong> on <strong>Developmental</strong> <strong>Disabilities</strong> M<strong>in</strong>er, & Korabek, 2001), concession areas (Schleien, Certo, & Mucc<strong>in</strong>o, 1984; Test, Howell, Burkhart, & Beroth, 1993) <strong>and</strong> vend<strong>in</strong>g mach<strong>in</strong>es (Browder, Snell, & Wildonger, 1988; Nietupski, Clancy, & Christiansen, 1984; Sprague & Horner, 1984) have also been evaluated. Order<strong>in</strong>g procedures implemented <strong>in</strong> each of these sett<strong>in</strong>gs have <strong>in</strong>cluded use of verbally order<strong>in</strong>g (Sowers & Powers; Van Den Pol et al.), written <strong>in</strong>structions (Berg et al.), augmentative communication devices (Doss et al., 1991; Rothloz et al.), sign language (Rothloz et al.), <strong>and</strong> picture cues (Cooper & Browder; McDonnell). Methods to teach these skills have focused on teach<strong>in</strong>g through community-based <strong>in</strong>struction (Cooper & Browder; Marhol<strong>in</strong> et al.; McDonnell; Rotholz et al.; Schle<strong>in</strong> et al.; Storey et al.; Test et al.), simulation (Van Den Pol et al.) <strong>and</strong> a comb<strong>in</strong>ation of simulation <strong>and</strong> community-based <strong>in</strong>struction (Bates et al.; Berg et al.; McDonnell et al.; McDonnell & Ferguson). When us<strong>in</strong>g simulation (teach<strong>in</strong>g outside of the natural environment where skills will be used), the importance of closely replicat<strong>in</strong>g actual stimuli <strong>and</strong> responses found <strong>in</strong> natural sett<strong>in</strong>gs (Brown<strong>in</strong>g, White, Nave, & Bark<strong>in</strong>, 1986) <strong>and</strong> use of multiple teach<strong>in</strong>g examples (Neef, Lensbower, Hockersmith, DePalma, & Gray, 1990) are reported as important for promot<strong>in</strong>g generalization of skills. One means for creat<strong>in</strong>g simulations with realistic, life-like scenarios, is through video technology. Use of Computer-Based Video Instruction / 47
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