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

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