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

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>cor-
rect 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