Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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Generalizati<strong>on</strong> Probe Procedures<br />
Prior to the first student receiv<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI, generalizati<strong>on</strong><br />
probe measures were taken <strong>on</strong>e<br />
time at each of the three restaurants to determ<str<strong>on</strong>g>in</str<strong>on</strong>g>e<br />
each student’s ability to verbally place<br />
orders <str<strong>on</strong>g>and</str<strong>on</strong>g> to complete the steps for us<str<strong>on</strong>g>in</str<strong>on</strong>g>g a<br />
fast food restaurant. In additi<strong>on</strong>, probe data<br />
were collected at each fast food restaurant<br />
immediately prior to the sec<strong>on</strong>d <str<strong>on</strong>g>and</str<strong>on</strong>g> third<br />
student receiv<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI. Students traveled together<br />
to each of the fast food establishments.<br />
Up<strong>on</strong> enter<str<strong>on</strong>g>in</str<strong>on</strong>g>g the restaurant, students were<br />
seated at a back table farthest away from the<br />
counter to prevent model<str<strong>on</strong>g>in</str<strong>on</strong>g>g resp<strong>on</strong>ses. The<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>structor then told the first student, “It’s your<br />
turn to order your food.” The <str<strong>on</strong>g>in</str<strong>on</strong>g>structor<br />
waited 3 s for the student to <str<strong>on</strong>g>in</str<strong>on</strong>g>itiate a resp<strong>on</strong>se.<br />
Table 2 describes stimulus <str<strong>on</strong>g>and</str<strong>on</strong>g> resp<strong>on</strong>se<br />
requirements for <strong>on</strong>e restaurant. Students<br />
were scored <strong>on</strong> the follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g verbal<br />
steps: (a) say, “here” (to <str<strong>on</strong>g>in</str<strong>on</strong>g>dicate locati<strong>on</strong> for<br />
c<strong>on</strong>sum<str<strong>on</strong>g>in</str<strong>on</strong>g>g items); (b) say name of s<str<strong>on</strong>g>and</str<strong>on</strong>g>wich;<br />
(c) say “small french fries”; <str<strong>on</strong>g>and</str<strong>on</strong>g> (d) say “small”<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> the name of the dr<str<strong>on</strong>g>in</str<strong>on</strong>g>k. Students were also<br />
scored <strong>on</strong> the follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g motor steps: (a) unzip<br />
wallet <str<strong>on</strong>g>and</str<strong>on</strong>g> give bill to cashier; (b) take change<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> place <str<strong>on</strong>g>in</str<strong>on</strong>g> wallet; (c) pick up tray; (d) walk<br />
to <str<strong>on</strong>g>and</str<strong>on</strong>g> obta<str<strong>on</strong>g>in</str<strong>on</strong>g> dr<str<strong>on</strong>g>in</str<strong>on</strong>g>k from dr<str<strong>on</strong>g>in</str<strong>on</strong>g>k mach<str<strong>on</strong>g>in</str<strong>on</strong>g>e; (e)<br />
walk to <str<strong>on</strong>g>and</str<strong>on</strong>g> obta<str<strong>on</strong>g>in</str<strong>on</strong>g> a napk<str<strong>on</strong>g>in</str<strong>on</strong>g>; (f) locate a table<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> sit down; <str<strong>on</strong>g>and</str<strong>on</strong>g> (g) place trash <str<strong>on</strong>g>in</str<strong>on</strong>g> trash can.<br />
Students could perform each step correctly,<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>correctly, or not resp<strong>on</strong>d. Incorrect verbal<br />
resp<strong>on</strong>ses <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded request<str<strong>on</strong>g>in</str<strong>on</strong>g>g an item not <strong>on</strong><br />
the menu, request<str<strong>on</strong>g>in</str<strong>on</strong>g>g a wr<strong>on</strong>g size, request<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
an item not identified as preferred, po<str<strong>on</strong>g>in</str<strong>on</strong>g>t<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
to the menu display, or say<str<strong>on</strong>g>in</str<strong>on</strong>g>g “to go.” Incorrect<br />
motor resp<strong>on</strong>ses were obta<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g an item<br />
or complet<str<strong>on</strong>g>in</str<strong>on</strong>g>g a step out of sequence, <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
obta<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g too many or <str<strong>on</strong>g>in</str<strong>on</strong>g>correct items. A no<br />
resp<strong>on</strong>se was def<str<strong>on</strong>g>in</str<strong>on</strong>g>ed as fail<str<strong>on</strong>g>in</str<strong>on</strong>g>g to verbalize, or<br />
fail<str<strong>on</strong>g>in</str<strong>on</strong>g>g to obta<str<strong>on</strong>g>in</str<strong>on</strong>g> an item or complete a step<br />
with<str<strong>on</strong>g>in</str<strong>on</strong>g>3sofcomplet<str<strong>on</strong>g>in</str<strong>on</strong>g>g a prior step. A correct<br />
resp<strong>on</strong>se (unprompted correct) was def<str<strong>on</strong>g>in</str<strong>on</strong>g>ed<br />
as complet<str<strong>on</strong>g>in</str<strong>on</strong>g>g a motor resp<strong>on</strong>se with<str<strong>on</strong>g>in</str<strong>on</strong>g> 3sof<br />
complet<str<strong>on</strong>g>in</str<strong>on</strong>g>g the prior step or verbally resp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
with<str<strong>on</strong>g>in</str<strong>on</strong>g>3sofacashier’s questi<strong>on</strong>. Incorrect<br />
or no verbal resp<strong>on</strong>ses resulted <str<strong>on</strong>g>in</str<strong>on</strong>g> the <str<strong>on</strong>g>in</str<strong>on</strong>g>structor<br />
hold<str<strong>on</strong>g>in</str<strong>on</strong>g>g up a 3 5 <str<strong>on</strong>g>in</str<strong>on</strong>g>dex card with the<br />
correct written resp<strong>on</strong>se for the cashier to<br />
read. Incorrect or no motor resp<strong>on</strong>se resulted<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> skipp<str<strong>on</strong>g>in</str<strong>on</strong>g>g the step (e.g., not obta<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g a<br />
napk<str<strong>on</strong>g>in</str<strong>on</strong>g>) or the <str<strong>on</strong>g>in</str<strong>on</strong>g>structor perform<str<strong>on</strong>g>in</str<strong>on</strong>g>g the step<br />
out of view of the student (e.g., pay<str<strong>on</strong>g>in</str<strong>on</strong>g>g for<br />
item, obta<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g a dr<str<strong>on</strong>g>in</str<strong>on</strong>g>k).<br />
Students received n<strong>on</strong>-specific verbal praise<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> pats <strong>on</strong> the back <strong>on</strong> the average of every<br />
third step (VR3) for general attend<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
attempts to perform the task. Students received<br />
natural re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcement of eat<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
dr<str<strong>on</strong>g>in</str<strong>on</strong>g>k<str<strong>on</strong>g>in</str<strong>on</strong>g>g items obta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed at the restaurant.<br />
Follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong> with the computerbased<br />
video program, students returned to the<br />
fast food restaurants <str<strong>on</strong>g>and</str<strong>on</strong>g> were evaluated <strong>on</strong><br />
their ability to generalize verbal resp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> complet<str<strong>on</strong>g>in</str<strong>on</strong>g>g steps for us<str<strong>on</strong>g>in</str<strong>on</strong>g>g the restaurant.<br />
Students who reached criteria with the computer-based<br />
video program <str<strong>on</strong>g>and</str<strong>on</strong>g> completed<br />
the generalizati<strong>on</strong> c<strong>on</strong>diti<strong>on</strong> were evaluated<br />
for skill ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance <str<strong>on</strong>g>in</str<strong>on</strong>g> subsequent probe sessi<strong>on</strong>s<br />
at fast food restaurants.<br />
Computer-Based Video Instructi<strong>on</strong> (CBVI)<br />
CBVI was c<strong>on</strong>ducted with the first student<br />
immediately follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g the first generalizati<strong>on</strong><br />
probe c<strong>on</strong>diti<strong>on</strong>. Each sessi<strong>on</strong> began with the<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>structor ga<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g the attenti<strong>on</strong> of the student<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> deliver<str<strong>on</strong>g>in</str<strong>on</strong>g>g a task directi<strong>on</strong> such as, “Let’s<br />
practice go<str<strong>on</strong>g>in</str<strong>on</strong>g>g to Wendy’s.” Follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g the task<br />
directi<strong>on</strong>, the computer-based video program<br />
began with a video segment of the adult<br />
model enter<str<strong>on</strong>g>in</str<strong>on</strong>g>g the restaurant <str<strong>on</strong>g>and</str<strong>on</strong>g> walk<str<strong>on</strong>g>in</str<strong>on</strong>g>g to<br />
the counter. A video segment then showed the<br />
employee ask<str<strong>on</strong>g>in</str<strong>on</strong>g>g a questi<strong>on</strong> such as, “May I<br />
take your order?” (Table 2) followed by a still<br />
photograph of the employee “wait<str<strong>on</strong>g>in</str<strong>on</strong>g>g for the<br />
answer.” Interventi<strong>on</strong> began with a0sdelay.<br />
Each student rema<str<strong>on</strong>g>in</str<strong>on</strong>g>ed at 0 s until he/she had<br />
100% correct wait resp<strong>on</strong>ses (correct resp<strong>on</strong>ses<br />
after the computer or <str<strong>on</strong>g>in</str<strong>on</strong>g>structor<br />
prompt) for three trials. For steps requir<str<strong>on</strong>g>in</str<strong>on</strong>g>g a<br />
verbal resp<strong>on</strong>se, the c<strong>on</strong>troll<str<strong>on</strong>g>in</str<strong>on</strong>g>g prompt was a<br />
photograph of the correct answer paired with<br />
the correct verbal resp<strong>on</strong>se (e.g., photograph<br />
of student eat<str<strong>on</strong>g>in</str<strong>on</strong>g>g at the restaurant paired with<br />
a recorded voice say<str<strong>on</strong>g>in</str<strong>on</strong>g>g, “here” or photographs<br />
of food items paired with a recorded<br />
voice say<str<strong>on</strong>g>in</str<strong>on</strong>g>g the item names) (Figure 1). Correct<br />
verbal resp<strong>on</strong>ses, after the computer<br />
prompt, were def<str<strong>on</strong>g>in</str<strong>on</strong>g>ed as the student say<str<strong>on</strong>g>in</str<strong>on</strong>g>g:<br />
(a) say, “here” (to <str<strong>on</strong>g>in</str<strong>on</strong>g>dicate locati<strong>on</strong> for c<strong>on</strong>sum<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
items); (b) say name of s<str<strong>on</strong>g>and</str<strong>on</strong>g>wich; (c)<br />
say “small french fries”; <str<strong>on</strong>g>and</str<strong>on</strong>g> (d) say “small”<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> the name of the dr<str<strong>on</strong>g>in</str<strong>on</strong>g>k. Students were<br />
taught to say a generic name for a s<str<strong>on</strong>g>and</str<strong>on</strong>g>wich<br />
(e.g., “cheeseburger”), which could be ap-<br />
Computer-Based Video Instructi<strong>on</strong> / 51