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

curred after the prompt. Dur<strong>in</strong>g 3 s delay,
3.5% errors were committed after the prompt
for David, 7.1% for Hannah, <strong>and</strong> 11.3% for
Joseph. Joseph had difficulty respond<strong>in</strong>g to
the controll<strong>in</strong>g prompt for motor responses
while Hannah’s errors occurred follow<strong>in</strong>g the
controll<strong>in</strong>g prompt for verbal responses.
Discussion
Results <strong>in</strong>dicate that verbal skills <strong>and</strong> fast food
restaurant purchas<strong>in</strong>g skills can be taught to
students with moderate to severe <strong>in</strong>tellectual
disabilities through CBVI. Each student
learned to respond correctly to requests of
cashiers <strong>and</strong> complete motor skills for obta<strong>in</strong><strong>in</strong>g
items across three restaurants. Although
the study supports the computer-based, video
program as an <strong>in</strong>tervention for teach<strong>in</strong>g verbal
skills, these skills were limited to order<strong>in</strong>g
three generic food <strong>and</strong> dr<strong>in</strong>k items <strong>and</strong> answer<strong>in</strong>g
the location for consum<strong>in</strong>g items
(“here”). Generalization sessions <strong>in</strong> the community,
follow<strong>in</strong>g CBVI, demonstrated the
need for additional verbal skills, <strong>in</strong>clud<strong>in</strong>g:
reject<strong>in</strong>g items <strong>in</strong>correctly suggested by the
cashier; cancel<strong>in</strong>g part of an order; <strong>and</strong> nam<strong>in</strong>g
specific items. In addition to extend<strong>in</strong>g
students’ verbal repertoire, future research
should cont<strong>in</strong>ue to evaluate use of computerbased
<strong>in</strong>struction as a “st<strong>and</strong> alone” means to
deliver <strong>in</strong>struction. Us<strong>in</strong>g a constant time delay
procedure, the current computer program
delivered the controll<strong>in</strong>g prompt <strong>and</strong> for motor
responses, the computer program <strong>in</strong>dependently
advanced the program dependent
on student responses. However, dur<strong>in</strong>g verbal
responses, the <strong>in</strong>structor advanced the program
to a subsequent screen, which then provided
re<strong>in</strong>forcement to the response or delivered
the controll<strong>in</strong>g prompt. To <strong>in</strong>crease the
usefulness of computer-based programs to deliver
<strong>in</strong>struction, features such as speech recognition
may be <strong>in</strong>corporated <strong>and</strong> evaluated
<strong>in</strong> future research.
Further, some motor skills may not be as
effectively taught us<strong>in</strong>g observation alone
through computer-based <strong>in</strong>struction. For example,
only David was able to locate a napk<strong>in</strong>
follow<strong>in</strong>g CBVI. Unlike pay<strong>in</strong>g for items <strong>and</strong>
putt<strong>in</strong>g change <strong>in</strong> the wallet, the computerbased,
video program required students to
touch a photograph on the screen to <strong>in</strong>dicate
which motor skill to perform next, however,
students did not actually perform the motor
task dur<strong>in</strong>g CBVI. Future research may exam<strong>in</strong>e
use of simulation plus community-based
<strong>in</strong>struction to teach skills requir<strong>in</strong>g specific
motor responses not readily replicated
through computer-based simulation.
In addition, future research should evaluate
CBVI to teach skills across more formal or
complex restaurants. Additional skills such a
social behaviors (e.g. us<strong>in</strong>g a napk<strong>in</strong>) <strong>and</strong> social
communication skills (e.g., appropriately
enter<strong>in</strong>g a conversation) should be <strong>in</strong>cluded
thereby teach<strong>in</strong>g a cha<strong>in</strong> of <strong>in</strong>dependent skills
needed with<strong>in</strong> restaurant <strong>and</strong> community sett<strong>in</strong>gs.
When faced with limited ability to travel to
community sett<strong>in</strong>gs to teach skills, <strong>and</strong> the
need for repetitive practice, presentation of
<strong>in</strong>struction through multimedia programs appears
to be an effective means for replicat<strong>in</strong>g
life-like scenarios with<strong>in</strong> a simulated, classroom
environment. Of <strong>in</strong>terest will be the
application of more advanced technology features
as they become more readily available
<strong>and</strong> <strong>in</strong>corporated <strong>in</strong>to special education programs.
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