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

More documents

Recommendations

Info

video record<strong>in</strong>gs can provide multiple teach<strong>in</strong>g examples, replicate stimuli <strong>in</strong> the environment, <strong>and</strong> allow repetitive practice of skills. A number of skills have been taught us<strong>in</strong>g this technology with students with <strong>in</strong>tellectual disabilities <strong>in</strong>clud<strong>in</strong>g: assembly tasks ((Mart<strong>in</strong>, Mithaug, & Frazier, 1992); read<strong>in</strong>g community words (Cuvo & Klatt, 1992); shopp<strong>in</strong>g (Har<strong>in</strong>g, Breen, We<strong>in</strong>er, Kennedy, & Bednersh, 1995; Kyhl, Alper, & S<strong>in</strong>clair, 1999); appropriate behaviors (Brown & Middleton, 1998); self-help skills (Lasater & Brady, 1995; Norman, Coll<strong>in</strong>s, & Schuster, 2001); requests for assistance (Morgan & Salzberg, 1992); fire safety (Tiong, Blampied, & Le Grice, 1992); <strong>and</strong> other community skills such as mail<strong>in</strong>g letters, cash<strong>in</strong>g checks, <strong>and</strong> cross<strong>in</strong>g streets (Branham, Coll<strong>in</strong>s, Schuster, & Kle<strong>in</strong>ert, 1999). Further, by comb<strong>in</strong><strong>in</strong>g video technology <strong>and</strong> computer-based <strong>in</strong>struction, <strong>in</strong>teractive learn<strong>in</strong>g environments can be generated through software programs such as Hyperstudio 4.0 (Roger Wagner Publish<strong>in</strong>g, Inc.) <strong>and</strong> PowerPo<strong>in</strong>t (Microsoft) which access video record<strong>in</strong>gs saved on the computer, an external drive, or compressed onto CD-ROM. Computerbased, video <strong>in</strong>struction (CBVI) has recently been evaluated as a medium for teach<strong>in</strong>g skills to students with <strong>in</strong>tellectual disabilities. Skills <strong>in</strong>clude: purchas<strong>in</strong>g us<strong>in</strong>g the “next dollar” strategy (Ayres & Langone, 2002) or a debit card (Mechl<strong>in</strong>g, Gast, & Barthold, 2003); grocery shopp<strong>in</strong>g (Mechl<strong>in</strong>g, 2004; Mechl<strong>in</strong>g & Gast, 2003; Mechl<strong>in</strong>g, Gast, & Langone, 2002); choice mak<strong>in</strong>g (Ellerd, Morgan, & Salzberg, 2002); photograph recognition (Mechl<strong>in</strong>g & Langone, 2000); <strong>and</strong> shopp<strong>in</strong>g <strong>in</strong> a convenience store (Wissick, Lloyd, & K<strong>in</strong>zie, 1992). Although a body of research exists that supports video technology to teach verbal skills to students with disabilities, <strong>in</strong>clud<strong>in</strong>g autism, emotional <strong>and</strong> behavior disorders, <strong>and</strong> learn<strong>in</strong>g disabilities (Buggey, Toombs, Gardener, & Cervetti, 1999; Charlop-Christy, Le, & Freeman, 2000; Sherer et al., 2001; Taylor, Lev<strong>in</strong>, & Jasper, 1999; Thiemann & Goldste<strong>in</strong>, 2001; Wert & Neisworth, 2003) none were identified which <strong>in</strong>cluded teach<strong>in</strong>g verbal skills to students with moderate to severe <strong>in</strong>tellectual disabilities (Buggey, 1995; Hitchcock, Dowrick, & Prater, 2003; Mechl<strong>in</strong>g, <strong>in</strong> press). The current study exp<strong>and</strong>ed on available research by evaluat<strong>in</strong>g use of CBVI to teach verbal skills to students with <strong>in</strong>tellectual disabilities with<strong>in</strong> context of functional activities. The primary questions addressed were: 1. Would CBVI <strong>in</strong>crease the percentage of correct verbal responses made by students follow<strong>in</strong>g questions by cashiers <strong>in</strong> fast food restaurants? 2. Would CBVI <strong>in</strong>crease the percentage of steps completed correctly by students us<strong>in</strong>g a fast food restaurant? Method Participants 48 / <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 Three students (two male <strong>and</strong> one female), ages 17 to 20 years participated <strong>in</strong> the study. Each was enrolled <strong>in</strong> a high school class for students with moderate to severe <strong>in</strong>tellectual disabilities <strong>and</strong> was selected based on age, <strong>in</strong>tellectual disability, need for community skills, <strong>and</strong> <strong>in</strong>terest <strong>in</strong> us<strong>in</strong>g fast food restaurants. The school had a strong community-based program <strong>in</strong> which students traveled to community sett<strong>in</strong>gs approximately three times per week us<strong>in</strong>g a city bus, school transportation, or walk<strong>in</strong>g. Instruction <strong>in</strong> the community focused on social skills, mobility, purchas<strong>in</strong>g, <strong>and</strong> recreation. Students were screened for the follow<strong>in</strong>g entry level skills prior to the study: (a) visual ability to make selections on the computer screen; (b) physical ability to make selections on the computer screen <strong>and</strong> complete steps at restaurants; (c) wait response of 3 s; (d) ability to make verbal requests; (e) generalized verbal imitation to make requests <strong>in</strong> response to computer audio prompts. Students were screened for verbal imitation us<strong>in</strong>g a commercial software program. All three students had received <strong>in</strong>struction us<strong>in</strong>g constant time delay (CTD) <strong>and</strong> computer-based <strong>in</strong>struction. David was a 17-year, 2 month old male diagnosed with autism <strong>and</strong> a moderate <strong>in</strong>tellectual disability (IQ 46, Stanford-B<strong>in</strong>et Intelligence Scale, Fourth Edition). He communicated verbally <strong>in</strong> short sentences, but needed wait time to process his thoughts. He frequently chose not to speak when questioned <strong>and</strong> rarely <strong>in</strong>itiated conversation. In unfamiliar situations he would look at his teacher or an adult to communicate for him. He breathed heavily when <strong>in</strong> stressful situations <strong>and</strong> exhibited physical aggression when upset <strong>in</strong>clud<strong>in</strong>g throw<strong>in</strong>g objects <strong>and</strong> destroy-
<strong>in</strong>g materials. He traveled <strong>in</strong> the community with assistance <strong>and</strong> was learn<strong>in</strong>g to pay for items <strong>in</strong>dependently. He was able to locate many departments with<strong>in</strong> stores <strong>and</strong> read most prices. He was able to care for most of his personal hygiene needs <strong>and</strong> dress <strong>and</strong> undress himself. He enjoyed us<strong>in</strong>g the computer <strong>and</strong> was able to type his personal <strong>in</strong>formation. His needs <strong>in</strong>cluded: (a) select<strong>in</strong>g preferred items to purchase; (b) complet<strong>in</strong>g toilet<strong>in</strong>g skills; (c) refra<strong>in</strong><strong>in</strong>g from “dissect<strong>in</strong>g” food (take apart <strong>and</strong> eat one item at a time); (d) <strong>in</strong>creased task endurance; (e) appropriate reaction to stress; <strong>and</strong> (f) decreas<strong>in</strong>g reliance on an adult to speak for him. At fast food restaurants he relied on an adult to place his order or to verbally prompt him to speak. Joseph was a 20-year, 2 month old male diagnosed with Down syndrome <strong>and</strong> a moderate <strong>in</strong>tellectual disability (IQ 36, Stanford- B<strong>in</strong>et Intelligence Scale, Fourth Edition). He spoke <strong>in</strong> short sentences, exhibited some articulation difficulties pronounc<strong>in</strong>g blends, <strong>and</strong> frequently held his head down <strong>and</strong> “mumbled” un<strong>in</strong>telligibly. He demonstrated some aggressive behavior when upset (some classmates exhibited behaviors to <strong>in</strong>crease the probability that he would become agitated), was <strong>in</strong>volved <strong>in</strong> a behavior support plan, <strong>and</strong> took psychotropic medication to decrease aggression <strong>and</strong> disruptive behavior. He was described as be<strong>in</strong>g very “neat” <strong>and</strong> organized. He was able to wash, dry, fold, <strong>and</strong> iron cloth<strong>in</strong>g with m<strong>in</strong>imal assistance. He used most kitchen appliances with assistance <strong>and</strong> enjoyed prepar<strong>in</strong>g foods for himself us<strong>in</strong>g visual cues for sett<strong>in</strong>gs <strong>and</strong> recipes. He also enjoyed talk<strong>in</strong>g to friends <strong>and</strong> family on the telephone <strong>and</strong> watch<strong>in</strong>g sport<strong>in</strong>g events on television <strong>and</strong> <strong>in</strong> the community. His needs <strong>in</strong>cluded: (a) purchas<strong>in</strong>g <strong>in</strong> stores; (b) mak<strong>in</strong>g bank deposits; (c) carry<strong>in</strong>g a wallet; (d) tell<strong>in</strong>g time; (e) recogniz<strong>in</strong>g co<strong>in</strong>s; <strong>and</strong> (f) us<strong>in</strong>g digital appliances. In fast food restaurants he relied on po<strong>in</strong>t<strong>in</strong>g to choices on the display board <strong>and</strong> answer<strong>in</strong>g, “yes”/no“ to questions from the cashier or look<strong>in</strong>g at an adult for assistance. On occasions he would also say a number such as ”one“ while po<strong>in</strong>t<strong>in</strong>g to the display board. Hanna was a 17-year, 1 month old female diagnosed with partial agenesis of the corpus callosum with associated lipoma of the corpus callosum <strong>and</strong> a moderate <strong>in</strong>tellectual disability (IQ 40, WISC-III). She was able to speak <strong>in</strong> complete sentences, however, her verbalizations were often <strong>in</strong>appropriate for the context or social situation. She would also make <strong>in</strong>appropriate exclamations such as “ouch,” giggle, or obsessively talk about a topic. She was described as be<strong>in</strong>g both pleasant <strong>and</strong> cooperative <strong>and</strong> enjoyed social <strong>in</strong>teractions. She was able to write her first name <strong>in</strong> manuscript, recognize letters of the alphabet <strong>and</strong> some basic sight words. She could count to 20 with manipulatives <strong>and</strong> write numerals 1-5. Hanna was able to complete most personal management skills <strong>in</strong>clud<strong>in</strong>g dress<strong>in</strong>g <strong>and</strong> undress<strong>in</strong>g, but needed assistance with groom<strong>in</strong>g. Her needs <strong>in</strong>cluded: (a) walk<strong>in</strong>g <strong>in</strong>dependently without rem<strong>in</strong>ders <strong>and</strong> without lean<strong>in</strong>g on walls <strong>and</strong> furniture; (b) us<strong>in</strong>g a napk<strong>in</strong>; (c) sett<strong>in</strong>g a table; (d) carry<strong>in</strong>g a tray; (e) throw<strong>in</strong>g items away; (f) refra<strong>in</strong><strong>in</strong>g from star<strong>in</strong>g; (g) simple food preparation; (h) us<strong>in</strong>g a telephone; <strong>and</strong> (i) operation of dials for cook<strong>in</strong>g. In fast food restaurants she stood <strong>in</strong> front of the cashier <strong>and</strong> giggled, looked to an adult for prompt<strong>in</strong>g, failed to order, or ordered <strong>in</strong>appropriate items for the sett<strong>in</strong>g. Sett<strong>in</strong>gs <strong>and</strong> Instructional Arrangements All <strong>in</strong>structional sessions were implemented us<strong>in</strong>g the computer-based video program. Sessions were conducted <strong>in</strong>dividually <strong>in</strong> a secluded room <strong>in</strong> the library of the students’ high school. Generalization probe sessions were conducted <strong>in</strong> three community fast-food restaurants: McDonald’s, Wendy’s, <strong>and</strong> Hardee’s. The restaurant cha<strong>in</strong>s were chosen due to their frequency of use by participants <strong>and</strong> range of stimulus <strong>and</strong> response requirements (Table 1). In addition, the particular store with<strong>in</strong> each cha<strong>in</strong> was selected due to its proximity to the students’ high school. Generalization sessions <strong>in</strong> the community were conducted before the lunch rush hour (10:30- 11:00 a.m.). Dur<strong>in</strong>g <strong>in</strong>structional sessions, a laptop computer with touch screen was placed on a table <strong>in</strong> front of the student. The <strong>in</strong>structor sat to the right <strong>and</strong> slightly beh<strong>in</strong>d the student with a clipboard to record data, provide <strong>in</strong>termittent re<strong>in</strong>forcement <strong>and</strong> error correction, <strong>and</strong> to advance the computer program follow<strong>in</strong>g verbal response by students. A digital video camera was positioned on an adjacent table dur<strong>in</strong>g reliability data collection sessions. Computer-Based Video Instruction / 49
Page 1 and 2: Education
Page 7 and 8: Using Self-Monitor
Page 9 and 10: monitor their frequency of follow<s
Page 11 and 12: instructional task
Page 13 and 14: Figure 1. Percentage of correct res
Page 15 and 16: Social Validity Informal feedback f
Page 17 and 18: itoring procedure.
Page 19 and 20: ple characteristics of communicatio
Page 21 and 22: TABLE 1 Demographic Information, St
Page 23 and 24: TABLE 2 Levels of Social Preference
Page 25 and 26: esponses given by students
Page 27 and 28: (1997). The effects of peer network
Page 29 and 30: his or her monitorin</stron
Page 31 and 32: the five minute pe
Page 33 and 34: the token system (see Figures 1 <st
Page 35 and 36: ing, number of tok
Page 37 and 38: self-monitoring to
Page 39 and 40: potatoes) in a mic
Page 41 and 42: .”), and the tea
Page 43 and 44: While hearing the
Page 45 and 46: Figure 2. Graphic data for Alley. O
Page 47 and 48: Joe met criterion of 100% correct r
Page 49 and 50: trials. Ninth, det
Page 51: Computer-Based Video Instruction to
Page 55 and 56: Generalization Probe Procedures Pri
Page 57 and 58: Figure 1. Hyperstudio “card” wi
Page 59 and 60: to emit the behaviors, multiplied b
Page 61 and 62: curred after the prompt. Dur<strong
Page 63 and 64: ulation train<stro
Page 65 and 66: enhance the indepe
Page 67 and 68: een a part of the expected rout<str
Page 69 and 70: Figure 4. Kent’s performance on c
Page 71 and 72: Mirenda, P., Wilk, D., & Carson, P.
Page 73 and 74: search indicates t
Page 75 and 76: sions were conducted week days afte
Page 77 and 78: Maintenance Probe
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
Page 85 and 86: lar challenge for school personnel
Page 87 and 88: TABLE 1 Participant Demographic Cha
Page 89 and 90: vidually identified feedin<
Page 91 and 92: (i.e., before the in</stron
Page 93 and 94: Figure 2. Graphic display of Nate
Page 95 and 96: TABLE 2 Individual and</str
Page 97 and 98: tion, this rate in
Page 99 and 100: A functional relationship was estab
Page 101: Search the entire archives of <stro

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

Create successful ePaper yourself

Delete template?

Save as template?