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

TABLE 1
Task Analysis for Verbal <strong>and</strong> Motor Response Requirements Across Three Restaurants
McDonald’s Hardee’s Wendy’s
“s<strong>and</strong>wich name” “s<strong>and</strong>wich name” “here”
“small french fry” “small french fry” “s<strong>and</strong>wich name”
“small” “name of dr<strong>in</strong>k” “small” “name of dr<strong>in</strong>k” “small french fry”
“here” “here” “small” “name of dr<strong>in</strong>k”
unzip wallet <strong>and</strong> give bill unzip wallet <strong>and</strong> give bill unzip wallet <strong>and</strong> give bill
take change, put <strong>in</strong> wallet take change, put <strong>in</strong> wallet take change, put <strong>in</strong> wallet
obta<strong>in</strong> tray obta<strong>in</strong> tray obta<strong>in</strong> tray
obta<strong>in</strong> dr<strong>in</strong>k obta<strong>in</strong> dr<strong>in</strong>k obta<strong>in</strong> napk<strong>in</strong>
obta<strong>in</strong> napk<strong>in</strong> obta<strong>in</strong> napk<strong>in</strong> locate table <strong>and</strong> sit down
locate table <strong>and</strong> sit down locate table <strong>and</strong> sit down throw away trash
throw away trash
Materials <strong>and</strong> Equipment
Equipment. A Dell Latitude laptop computer
with zip drive <strong>and</strong> CD player was used to deliver
<strong>in</strong>struction along with a TouchW<strong>in</strong>dow
(Edmark Corporation) for direct selection on
the computer screen. The software program,
Hyperstudio 4.0 (Roger Wagner Publish<strong>in</strong>g,
Inc.) was used to create <strong>and</strong> deliver the multimedia
<strong>in</strong>structional programs. Video captions
were made us<strong>in</strong>g a Sony digital video camera
<strong>and</strong> still photographs of items <strong>in</strong> the fast food
restaurant were made us<strong>in</strong>g a Sony digital camera.
Video record<strong>in</strong>gs were burned to a compact
disk, downloaded to the computer hard
drive, <strong>and</strong> then accessed through the Hyperstudio
4.0 program. Digital photographs were
stored directly <strong>in</strong> Hyperstudio 4.0, which was
used to create a visual simulation of order<strong>in</strong>g
at a fast food restaurant through use of these
still photographs <strong>and</strong> video record<strong>in</strong>gs. Computer-based
video programs were made for
each fast food restaurant. Programs were <strong>in</strong>dividualized
for each participant by <strong>in</strong>clud<strong>in</strong>g
photographs of the student eat<strong>in</strong>g at the restaurant
or by vary<strong>in</strong>g food orders based on
student’s <strong>in</strong>dividual preferences, result<strong>in</strong>g <strong>in</strong>
two different computer-based video programs
developed for each student. Food <strong>and</strong> dr<strong>in</strong>k
preferences were determ<strong>in</strong>ed before the study
by ask<strong>in</strong>g students, parents, <strong>and</strong> teachers.
Students paid for food orders by giv<strong>in</strong>g the
cashier a prespecified amount of money ($10
or $20 bill) that was large enough to pay for
the order. The bill was placed <strong>in</strong> a wallet with
a zipper closure. Dur<strong>in</strong>g CBVI, students responded
to the video simulation <strong>and</strong> com-
puter prompt by remov<strong>in</strong>g the s<strong>in</strong>gle bill from
the wallet <strong>and</strong> plac<strong>in</strong>g it on the table. Change
from the cashier dur<strong>in</strong>g generalization sessions
or the <strong>in</strong>structor dur<strong>in</strong>g CBVI was placed
back <strong>in</strong>to the wallet by the student.
Video Models. Video record<strong>in</strong>gs were made
depict<strong>in</strong>g the entire process for verbally order<strong>in</strong>g
<strong>and</strong> us<strong>in</strong>g a fast food restaurant. Video
record<strong>in</strong>gs served as models <strong>and</strong> specific segments
were delivered by the computer-based
program as stimuli to elicit a response by the
student or follow<strong>in</strong>g a student response. An
adult familiar to the students <strong>and</strong> actual employees
at the restaurants appeared <strong>in</strong> video
record<strong>in</strong>gs. Students viewed video segments of
the adult model perform<strong>in</strong>g steps they would
later perform <strong>in</strong> the restaurant or the restaurant
cashier mak<strong>in</strong>g verbal requests (e.g. “Is
this for here or to go?”) <strong>and</strong> perform<strong>in</strong>g tasks
(stimuli) that the student would respond to <strong>in</strong>
the restaurant (e.g. giv<strong>in</strong>g change).
General Procedures
50 / <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
Students received <strong>in</strong>dividual <strong>in</strong>struction us<strong>in</strong>g
a 3 s CTD procedure <strong>and</strong> computer-based
video program. Instruction occurred 1-2 times
per day (morn<strong>in</strong>g <strong>and</strong>/or afternoon), 4-5 days
per week. Each session lasted approximately
15 m<strong>in</strong>, with delivery of 3 trials (1 trial per
restaurant) <strong>in</strong> total task format. Criteria was
reached when each student performed 100%
unprompted corrects for 4 of 5 trials.