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TABLE 2 Stimulus, Response Requirements, <strong>and</strong> Controll<strong>in</strong>g Prompt of Computer-Based Video Program Us<strong>in</strong>g Hyperstudio 4.0 for Hardee’s Restaurant <strong>and</strong> David’s Response Stimulus (video) Stimulus (photo) Response Controll<strong>in</strong>g Prompt Adult model enters restaurant <strong>and</strong> walks to counter Cashier says, “Hi, can I help you?” Cashier says, “Is that for here or to go?” Cashier says, “three dollars <strong>and</strong> twentytwo cents” Cashier gives change to adult model Instructor gives change to student Adult model picks up tray Adult model walks to dr<strong>in</strong>k mach<strong>in</strong>e, obta<strong>in</strong>s: ice, Sprite, straw Places lid on cup Adult model walks to napk<strong>in</strong> dispenser pulls out napk<strong>in</strong>, places napk<strong>in</strong> on tray Adult model walks to table, pulls out chair <strong>and</strong> sits down Adult model walks to trash can, puts trash <strong>in</strong> can, places tray on top of trash can, walks out of restaurant Cashier wait<strong>in</strong>g for response Cashier wait<strong>in</strong>g for response Cashier wait<strong>in</strong>g for response Napk<strong>in</strong> dispenser Table with chairs Tray on counter Table with chairs Dr<strong>in</strong>k mach<strong>in</strong>e Napk<strong>in</strong> dispenser Napk<strong>in</strong> dispenser Trash can Table with chairs Dr<strong>in</strong>k dispenser Trash can Table with chairs Napk<strong>in</strong> dispenser Trash can Table with chairs plied to any restaurant, rather than a specific name such as “Big Mac.” For dr<strong>in</strong>k <strong>and</strong> french fry orders, students were taught to say “small” rather than “regular,” “medium,” or “biggie.” For steps requir<strong>in</strong>g a motor response, the con- “Cheeseburger, small french fry, small Sprite” 3 photos: cheeseburger, small French fry, small Sprite with Hardee’s wrappers Record<strong>in</strong>g: “cheeseburger, small french fry, small Sprite” “here” Photo of David eat<strong>in</strong>g at Hardee’s Record<strong>in</strong>g: “here” Unzip wallet <strong>and</strong> place bill on table Take change <strong>and</strong> place <strong>in</strong> wallet Video model of adult giv<strong>in</strong>g bill to cashier Video model of adult tak<strong>in</strong>g change Touch photo of tray Photos rema<strong>in</strong> on screen Touch photo of dr<strong>in</strong>k mach<strong>in</strong>e Touch photo of napk<strong>in</strong> dispenser Touch photo of table <strong>and</strong> chairs 52 / <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 Photos rema<strong>in</strong> on screen Photos rema<strong>in</strong> on screen Photos rema<strong>in</strong> on screen Touch photo of trash can Photos rema<strong>in</strong> on screen troll<strong>in</strong>g prompt was the <strong>in</strong>structor po<strong>in</strong>t<strong>in</strong>g to the correct photograph represent<strong>in</strong>g the correct step <strong>in</strong> the sequence of the task analysis (pick up tray, obta<strong>in</strong> dr<strong>in</strong>k, obta<strong>in</strong> napk<strong>in</strong>, sit at table, or throw away trash); or demonstrat-
Figure 1. Hyperstudio “card” with controll<strong>in</strong>g prompt of photographs <strong>and</strong> verbal record<strong>in</strong>g of item names. Correct <strong>and</strong> <strong>in</strong>correct buttons advanced the program by the <strong>in</strong>structor dependent on student response. <strong>in</strong>g the step (remov<strong>in</strong>g $10 or $20 bill from the wallet <strong>and</strong> plac<strong>in</strong>g it on the table <strong>and</strong> tak<strong>in</strong>g change <strong>and</strong> putt<strong>in</strong>g it <strong>in</strong> the wallet). Correct motor responses were def<strong>in</strong>ed as: (a) touch<strong>in</strong>g a correct photograph on the computer screen to <strong>in</strong>dicate correct step <strong>in</strong> sequence of the task analysis (pick up tray, obta<strong>in</strong> dr<strong>in</strong>k, obta<strong>in</strong> napk<strong>in</strong>, sit at table, <strong>and</strong> throw away trash); (b) remov<strong>in</strong>g $10 or $20 bill from the wallet <strong>and</strong> plac<strong>in</strong>g it on the table; <strong>and</strong> (c) tak<strong>in</strong>g change from <strong>in</strong>structor <strong>and</strong> putt<strong>in</strong>g it <strong>in</strong> the wallet. Follow<strong>in</strong>g 0 s delay trials, CTD trials implement<strong>in</strong>g a 3 s delay <strong>in</strong>terval were provided after the question was delivered by the cashier or completion of the previous step. Us<strong>in</strong>g the CTD procedure, a student response was recorded as: (a) unprompted correct (<strong>in</strong>itiat<strong>in</strong>g <strong>and</strong> complet<strong>in</strong>g a correct verbal or motor response with<strong>in</strong> 3 s of a question or completion of a previous step <strong>and</strong> before delivery of the controll<strong>in</strong>g prompt); (b) unprompted <strong>in</strong>correct (<strong>in</strong>correct verbal or motor response with<strong>in</strong> 3sofa question or previous step; (c) prompted correct (correct verbal or motor response after the computer or <strong>in</strong>structor prompt); (d) prompted <strong>in</strong>correct (<strong>in</strong>correct verbal or motor response after the computer or <strong>in</strong>structor prompt); <strong>and</strong> (e) no response (failure to <strong>in</strong>itiate a verbal or motor response with<strong>in</strong> 3sof the computer or <strong>in</strong>structor prompt). An unprompted or prompted correct verbal response was followed by the <strong>in</strong>structor advanc<strong>in</strong>g the computer-based program to the next video segment. Unprompted <strong>in</strong>correct verbal response or no response was followed by the <strong>in</strong>structor advanc<strong>in</strong>g the program to show the controll<strong>in</strong>g prompt (e.g., photograph of food items paired with the correct verbal response) (Table 2) (Figure 1). Prompted <strong>in</strong>correct verbal response or no response after the prompt was followed by the <strong>in</strong>structor say<strong>in</strong>g the correct response. For steps requir<strong>in</strong>g a motor response, students were required to <strong>in</strong>teract Computer-Based Video Instruction / 53
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Page 21 and 22: TABLE 1 Demographic Information, St
Page 23 and 24: TABLE 2 Levels of Social Preference
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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
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