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

Generalization Probe Procedures
Prior to the first student receiv<strong>in</strong>g CBVI, generalization
probe measures were taken one
time at each of the three restaurants to determ<strong>in</strong>e
each student’s ability to verbally place
orders <strong>and</strong> to complete the steps for us<strong>in</strong>g a
fast food restaurant. In addition, probe data
were collected at each fast food restaurant
immediately prior to the second <strong>and</strong> third
student receiv<strong>in</strong>g CBVI. Students traveled together
to each of the fast food establishments.
Upon enter<strong>in</strong>g the restaurant, students were
seated at a back table farthest away from the
counter to prevent model<strong>in</strong>g responses. The
<strong>in</strong>structor then told the first student, “It’s your
turn to order your food.” The <strong>in</strong>structor
waited 3 s for the student to <strong>in</strong>itiate a response.
Table 2 describes stimulus <strong>and</strong> response
requirements for one restaurant. Students
were scored on the follow<strong>in</strong>g verbal
steps: (a) say, “here” (to <strong>in</strong>dicate location for
consum<strong>in</strong>g items); (b) say name of s<strong>and</strong>wich;
(c) say “small french fries”; <strong>and</strong> (d) say “small”
<strong>and</strong> the name of the dr<strong>in</strong>k. Students were also
scored on the follow<strong>in</strong>g motor steps: (a) unzip
wallet <strong>and</strong> give bill to cashier; (b) take change
<strong>and</strong> place <strong>in</strong> wallet; (c) pick up tray; (d) walk
to <strong>and</strong> obta<strong>in</strong> dr<strong>in</strong>k from dr<strong>in</strong>k mach<strong>in</strong>e; (e)
walk to <strong>and</strong> obta<strong>in</strong> a napk<strong>in</strong>; (f) locate a table
<strong>and</strong> sit down; <strong>and</strong> (g) place trash <strong>in</strong> trash can.
Students could perform each step correctly,
<strong>in</strong>correctly, or not respond. Incorrect verbal
responses <strong>in</strong>cluded request<strong>in</strong>g an item not on
the menu, request<strong>in</strong>g a wrong size, request<strong>in</strong>g
an item not identified as preferred, po<strong>in</strong>t<strong>in</strong>g
to the menu display, or say<strong>in</strong>g “to go.” Incorrect
motor responses were obta<strong>in</strong><strong>in</strong>g an item
or complet<strong>in</strong>g a step out of sequence, <strong>and</strong>
obta<strong>in</strong><strong>in</strong>g too many or <strong>in</strong>correct items. A no
response was def<strong>in</strong>ed as fail<strong>in</strong>g to verbalize, or
fail<strong>in</strong>g to obta<strong>in</strong> an item or complete a step
with<strong>in</strong>3sofcomplet<strong>in</strong>g a prior step. A correct
response (unprompted correct) was def<strong>in</strong>ed
as complet<strong>in</strong>g a motor response with<strong>in</strong> 3sof
complet<strong>in</strong>g the prior step or verbally respond<strong>in</strong>g
with<strong>in</strong>3sofacashier’s question. Incorrect
or no verbal responses resulted <strong>in</strong> the <strong>in</strong>structor
hold<strong>in</strong>g up a 3 5 <strong>in</strong>dex card with the
correct written response for the cashier to
read. Incorrect or no motor response resulted
<strong>in</strong> skipp<strong>in</strong>g the step (e.g., not obta<strong>in</strong><strong>in</strong>g a
napk<strong>in</strong>) or the <strong>in</strong>structor perform<strong>in</strong>g the step
out of view of the student (e.g., pay<strong>in</strong>g for
item, obta<strong>in</strong><strong>in</strong>g a dr<strong>in</strong>k).
Students received non-specific verbal praise
<strong>and</strong> pats on the back on the average of every
third step (VR3) for general attend<strong>in</strong>g <strong>and</strong>
attempts to perform the task. Students received
natural re<strong>in</strong>forcement of eat<strong>in</strong>g <strong>and</strong>
dr<strong>in</strong>k<strong>in</strong>g items obta<strong>in</strong>ed at the restaurant.
Follow<strong>in</strong>g <strong>in</strong>struction with the computerbased
video program, students returned to the
fast food restaurants <strong>and</strong> were evaluated on
their ability to generalize verbal respond<strong>in</strong>g
<strong>and</strong> complet<strong>in</strong>g steps for us<strong>in</strong>g the restaurant.
Students who reached criteria with the computer-based
video program <strong>and</strong> completed
the generalization condition were evaluated
for skill ma<strong>in</strong>tenance <strong>in</strong> subsequent probe sessions
at fast food restaurants.
Computer-Based Video Instruction (CBVI)
CBVI was conducted with the first student
immediately follow<strong>in</strong>g the first generalization
probe condition. Each session began with the
<strong>in</strong>structor ga<strong>in</strong><strong>in</strong>g the attention of the student
<strong>and</strong> deliver<strong>in</strong>g a task direction such as, “Let’s
practice go<strong>in</strong>g to Wendy’s.” Follow<strong>in</strong>g the task
direction, the computer-based video program
began with a video segment of the adult
model enter<strong>in</strong>g the restaurant <strong>and</strong> walk<strong>in</strong>g to
the counter. A video segment then showed the
employee ask<strong>in</strong>g a question such as, “May I
take your order?” (Table 2) followed by a still
photograph of the employee “wait<strong>in</strong>g for the
answer.” Intervention began with a0sdelay.
Each student rema<strong>in</strong>ed at 0 s until he/she had
100% correct wait responses (correct responses
after the computer or <strong>in</strong>structor
prompt) for three trials. For steps requir<strong>in</strong>g a
verbal response, the controll<strong>in</strong>g prompt was a
photograph of the correct answer paired with
the correct verbal response (e.g., photograph
of student eat<strong>in</strong>g at the restaurant paired with
a recorded voice say<strong>in</strong>g, “here” or photographs
of food items paired with a recorded
voice say<strong>in</strong>g the item names) (Figure 1). Correct
verbal responses, after the computer
prompt, were def<strong>in</strong>ed as the student say<strong>in</strong>g:
(a) say, “here” (to <strong>in</strong>dicate location for consum<strong>in</strong>g
items); (b) say name of s<strong>and</strong>wich; (c)
say “small french fries”; <strong>and</strong> (d) say “small”
<strong>and</strong> the name of the dr<strong>in</strong>k. Students were
taught to say a generic name for a s<strong>and</strong>wich
(e.g., “cheeseburger”), which could be ap-
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