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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with the computer-based program by touch<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
photographs <strong>on</strong> the computer screen us<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
the TouchW<str<strong>on</strong>g>in</str<strong>on</strong>g>dow. Three photographs appeared<br />
across the bottom of the screen <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
the <str<strong>on</strong>g>in</str<strong>on</strong>g>structor asked, “What do you do next?”<br />
(Figure 2). An unprompted or prompted correct<br />
resp<strong>on</strong>se activated an <str<strong>on</strong>g>in</str<strong>on</strong>g>visible “butt<strong>on</strong>”<br />
positi<strong>on</strong>ed <strong>on</strong> the photograph which advanced<br />
the computer program to show a video<br />
segment corresp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g to the photograph<br />
(e.g., selecti<strong>on</strong> of napk<str<strong>on</strong>g>in</str<strong>on</strong>g> dispenser photograph<br />
followed by video segment of adult<br />
model 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 napk<str<strong>on</strong>g>in</str<strong>on</strong>g> at the fast food<br />
restaurant) (Table 2). An unprompted <str<strong>on</strong>g>in</str<strong>on</strong>g>correct<br />
motor resp<strong>on</strong>se or no resp<strong>on</strong>se resulted<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> the photographs rema<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong> the screen.<br />
If the student made a prompted <str<strong>on</strong>g>in</str<strong>on</strong>g>correct<br />
resp<strong>on</strong>se or no resp<strong>on</strong>se after the computer<br />
prompt, the <str<strong>on</strong>g>in</str<strong>on</strong>g>structor po<str<strong>on</strong>g>in</str<strong>on</strong>g>ted to the correct<br />
photograph.<br />
Experimental Design<br />
A multiple probe design across three students<br />
(Tawney & Gast, 1984) was used to evaluate<br />
effectiveness of the computer-based video program<br />
to teach verbal resp<strong>on</strong>ses <str<strong>on</strong>g>and</str<strong>on</strong>g> use of fast<br />
food restaurants. Verbal <str<strong>on</strong>g>and</str<strong>on</strong>g> motor skills for<br />
us<str<strong>on</strong>g>in</str<strong>on</strong>g>g three fast food restaurants were taught<br />
us<str<strong>on</strong>g>in</str<strong>on</strong>g>g c<strong>on</strong>stant time delay (CTD) <str<strong>on</strong>g>and</str<strong>on</strong>g> the computer-based<br />
video program. Experimental<br />
c<strong>on</strong>diti<strong>on</strong>s <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded generalizati<strong>on</strong> probes <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
the natural envir<strong>on</strong>ment (three fast food restaurants)<br />
prior to <str<strong>on</strong>g>and</str<strong>on</strong>g> 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>,<br />
CBVI, <str<strong>on</strong>g>and</str<strong>on</strong>g> ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance probes across the<br />
three fast food restaurants. Prior to <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>,<br />
probe measurements were c<strong>on</strong>ducted for<br />
all three restaurants. Probe measures were followed<br />
by CBVI for the first student. When<br />
criteria (100% unprompted corrects, 4 of 5<br />
trials) was reached for a particular student,<br />
generalizati<strong>on</strong> probe measures were aga<str<strong>on</strong>g>in</str<strong>on</strong>g> collected<br />
at the three restaurants followed by<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong> for the sec<strong>on</strong>d student. Subsequent<br />
generalizati<strong>on</strong> probe sessi<strong>on</strong>s served as<br />
ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance checks for each student. This<br />
generalizati<strong>on</strong> probe <str<strong>on</strong>g>and</str<strong>on</strong>g> CBVI format c<strong>on</strong>t<str<strong>on</strong>g>in</str<strong>on</strong>g>ued<br />
until each student reached criteria.<br />
Reliability Measures<br />
Interobserver agreement <str<strong>on</strong>g>and</str<strong>on</strong>g> procedural reliability<br />
data were collected simultaneously <strong>on</strong><br />
100% of generalizati<strong>on</strong> probe <str<strong>on</strong>g>and</str<strong>on</strong>g> ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance<br />
sessi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> 33% of all CTD, CBVI<br />
sessi<strong>on</strong>s. Dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g probe sessi<strong>on</strong>s <str<strong>on</strong>g>in</str<strong>on</strong>g> the community,<br />
<strong>on</strong>e <str<strong>on</strong>g>in</str<strong>on</strong>g>structor <str<strong>on</strong>g>and</str<strong>on</strong>g> <strong>on</strong>e reliability observer<br />
were present, whereas videotapes were<br />
made dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI sessi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>dependently<br />
evaluated by the reliability observer.<br />
Interobserver agreement was reported for<br />
each step of the task analysis us<str<strong>on</strong>g>in</str<strong>on</strong>g>g the po<str<strong>on</strong>g>in</str<strong>on</strong>g>tby-po<str<strong>on</strong>g>in</str<strong>on</strong>g>t<br />
method <str<strong>on</strong>g>in</str<strong>on</strong>g> which number of <str<strong>on</strong>g>in</str<strong>on</strong>g>structor<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> observer agreements was divided by<br />
number of agreements plus disagreements<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> multiplied by 100. Procedural reliability<br />
data were collected <strong>on</strong> the follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>structor<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> computer behaviors: (a) delivery of<br />
attenti<strong>on</strong>al cues; (b) ensur<str<strong>on</strong>g>in</str<strong>on</strong>g>g attenti<strong>on</strong>al resp<strong>on</strong>se;<br />
(c) deliver<str<strong>on</strong>g>in</str<strong>on</strong>g>g task directi<strong>on</strong>s; (d) resp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
to student errors (CBVI <strong>on</strong>ly); (e)<br />
advanc<str<strong>on</strong>g>in</str<strong>on</strong>g>g the computer program dependent<br />
<strong>on</strong> student resp<strong>on</strong>ses (CBVI <strong>on</strong>ly); <str<strong>on</strong>g>and</str<strong>on</strong>g> (f)<br />
delivery of <str<strong>on</strong>g>in</str<strong>on</strong>g>termittent verbal re<str<strong>on</strong>g>in</str<strong>on</strong>g>forcement.<br />
Procedural reliability agreement was determ<str<strong>on</strong>g>in</str<strong>on</strong>g>ed<br />
by divid<str<strong>on</strong>g>in</str<strong>on</strong>g>g number of observed <str<strong>on</strong>g>in</str<strong>on</strong>g>structor<br />
behaviors by number of opportunities<br />
Figure 2. Hyperstudio “card” with photographs selected by student to <str<strong>on</strong>g>in</str<strong>on</strong>g>dicate correct motor resp<strong>on</strong>se <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
sequence of the task analysis.<br />
54 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-March 2005