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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to emit the behaviors, multiplied by 100 (Bill<str<strong>on</strong>g>in</str<strong>on</strong>g>gsley,<br />
White, & Muns<strong>on</strong>, 1980).<br />
Results<br />
Reliability<br />
Mean <str<strong>on</strong>g>in</str<strong>on</strong>g>terobserver agreement was 99.4%<br />
across all participants <str<strong>on</strong>g>and</str<strong>on</strong>g> c<strong>on</strong>diti<strong>on</strong>s, 100%<br />
for generalizati<strong>on</strong>s sessi<strong>on</strong>s <str<strong>on</strong>g>in</str<strong>on</strong>g> fast food restaurants,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> 99.2% dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI (range 81.8-<br />
100). Disagreement dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI occurred<br />
due to Joseph mumbl<str<strong>on</strong>g>in</str<strong>on</strong>g>g his resp<strong>on</strong>se <strong>on</strong> two<br />
occasi<strong>on</strong>s result<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g> difficulty <str<strong>on</strong>g>in</str<strong>on</strong>g>terpret<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
his resp<strong>on</strong>se. Mean procedural agreement was<br />
98.1% across all participants <str<strong>on</strong>g>and</str<strong>on</strong>g> c<strong>on</strong>diti<strong>on</strong>s,<br />
97.4% for generalizati<strong>on</strong> sessi<strong>on</strong>s <str<strong>on</strong>g>in</str<strong>on</strong>g> fast food<br />
restaurants (range 83.3-100) <str<strong>on</strong>g>and</str<strong>on</strong>g> 98.2%<br />
dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI (range 66.7-100). Procedural<br />
disagreement dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI was due to the<br />
computer program fail<str<strong>on</strong>g>in</str<strong>on</strong>g>g to advance when<br />
the student touched the correct photograph<br />
<strong>on</strong> the screen. The <str<strong>on</strong>g>in</str<strong>on</strong>g>structor manually advanced<br />
the program with the computer mouse<br />
<strong>on</strong> these occasi<strong>on</strong>s. Disagreement dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g generalizati<strong>on</strong><br />
probe c<strong>on</strong>diti<strong>on</strong>s at the restaurants<br />
was attributed to the cashiers fail<str<strong>on</strong>g>in</str<strong>on</strong>g>g to direct<br />
questi<strong>on</strong>s to students or verbally prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
student answers.<br />
Effectiveness<br />
Figure 3 shows the effectiveness of the computer-based<br />
video program <str<strong>on</strong>g>in</str<strong>on</strong>g> teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g students<br />
to verbally resp<strong>on</strong>d to questi<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
make purchases <str<strong>on</strong>g>in</str<strong>on</strong>g> fast food restaurants. Data<br />
are reported for generalizati<strong>on</strong> probe sessi<strong>on</strong>s<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> each of the three fast food establishments,<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong> with 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 of<br />
skills. Data are separated <str<strong>on</strong>g>in</str<strong>on</strong>g>to verbal <str<strong>on</strong>g>and</str<strong>on</strong>g> motor<br />
resp<strong>on</strong>ses. Closed circles represent the<br />
percentage of correct verbal resp<strong>on</strong>ses for<br />
each trial dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g generalizati<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> the mean<br />
resp<strong>on</strong>se per sessi<strong>on</strong> dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI. Results <str<strong>on</strong>g>in</str<strong>on</strong>g>dicate<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>creased correct verbal resp<strong>on</strong>ses for<br />
each student immediately follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI.<br />
Prior to CBVI, n<strong>on</strong>e of the students verbally<br />
resp<strong>on</strong>ded more than 25% correct <strong>on</strong> any<br />
trial. Correct verbal resp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g was 0% for<br />
David <str<strong>on</strong>g>and</str<strong>on</strong>g> Joseph. Hanna r<str<strong>on</strong>g>and</str<strong>on</strong>g>omly ordered<br />
items such as “hot dog,” “cheese s<str<strong>on</strong>g>and</str<strong>on</strong>g>wich,”<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> “kids meal” or failed to order an item,<br />
while Joseph po<str<strong>on</strong>g>in</str<strong>on</strong>g>ted to the display board <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
David did not attempt to make a verbal re-<br />
sp<strong>on</strong>se. Follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI, mean correct verbal<br />
resp<strong>on</strong>d<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>creased to 100% for David, 75%<br />
for Joseph <str<strong>on</strong>g>and</str<strong>on</strong>g> Hanna. Furthermore, students<br />
ma<str<strong>on</strong>g>in</str<strong>on</strong>g>ta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed their ability to verbally resp<strong>on</strong>d<br />
correctly <str<strong>on</strong>g>in</str<strong>on</strong>g> the fast food restaurants. David<br />
performed 100% mean correct verbal resp<strong>on</strong>ses<br />
after 30 <str<strong>on</strong>g>and</str<strong>on</strong>g> 56 days while Joseph<br />
averaged 91.7% correct after 26 days <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
Hanna averaged 75% correct after 17 days.<br />
David reverted back to 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 to the display<br />
dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong>e sessi<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> failed to answer “here”<br />
dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g two sessi<strong>on</strong>s follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI while<br />
Hanna did not order a chicken s<str<strong>on</strong>g>and</str<strong>on</strong>g>wich as<br />
taught dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI, but rather ordered a<br />
cheeseburger dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g each of the generalizati<strong>on</strong><br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance sessi<strong>on</strong>s <str<strong>on</strong>g>in</str<strong>on</strong>g> the actual<br />
fast food restaurants.<br />
Due to previous exposure, each student was<br />
able to correctly perform some motor skills <str<strong>on</strong>g>in</str<strong>on</strong>g><br />
the fast food restaurant dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g basel<str<strong>on</strong>g>in</str<strong>on</strong>g>e probe<br />
prior to CBVI. Each was able to c<strong>on</strong>sistently<br />
locate a table to sit down <str<strong>on</strong>g>and</str<strong>on</strong>g> Joseph was able<br />
to c<strong>on</strong>sistently take his change, take his tray,<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> obta<str<strong>on</strong>g>in</str<strong>on</strong>g> a dr<str<strong>on</strong>g>in</str<strong>on</strong>g>k from the 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.<br />
David’s mean performance was 35% correct<br />
dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g the <str<strong>on</strong>g>in</str<strong>on</strong>g>itial probe sessi<strong>on</strong>s while Joseph’s<br />
mean performance was 70% correct<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> Hanna’s mean performance was 55% correct.<br />
Each student dem<strong>on</strong>strated an <str<strong>on</strong>g>in</str<strong>on</strong>g>crease<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> his/her ability to perform the motor steps<br />
correctly immediately follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI. David<br />
ma<str<strong>on</strong>g>in</str<strong>on</strong>g>ta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed his ability to perform motor steps<br />
after 30 days, but failed to 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> 56<br />
days follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBVI. Likewise, Joseph <strong>on</strong>ly<br />
obta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed a napk<str<strong>on</strong>g>in</str<strong>on</strong>g> dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong>e sessi<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
Hanna never obta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed a napk<str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> the restaurant.<br />
Efficiency<br />
Measures of efficiency were calculated for<br />
number of <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al trials to criteria with<br />
CBVI. David needed the least number of <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al<br />
trials (16) while Joseph needed 37<br />
trials <str<strong>on</strong>g>and</str<strong>on</strong>g> Hanna needed 41. Joseph dem<strong>on</strong>strated<br />
the greatest difficulty acquir<str<strong>on</strong>g>in</str<strong>on</strong>g>g the<br />
sequence of motor skills while Hanna dem<strong>on</strong>strated<br />
more difficulty learn<str<strong>on</strong>g>in</str<strong>on</strong>g>g verbal resp<strong>on</strong>ses.<br />
An adaptati<strong>on</strong> to the orig<str<strong>on</strong>g>in</str<strong>on</strong>g>al computer-based<br />
video program was needed for<br />
each student. Follow<str<strong>on</strong>g>in</str<strong>on</strong>g>g the questi<strong>on</strong>, “May I<br />
take your order”? or “How may I help you?”<br />
students failed to <str<strong>on</strong>g>in</str<strong>on</strong>g>itiate a verbal resp<strong>on</strong>se<br />
prior to delivery of the c<strong>on</strong>troll<str<strong>on</strong>g>in</str<strong>on</strong>g>g prompt by<br />
Computer-Based Video Instructi<strong>on</strong> / 55