Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorders Via Parent Delivery of Video Prompting on the IPad PDF Download
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Author: Elisa M. Cruz-Torres
Publisher:
ISBN:
Category : Autism in adolescence
Languages : en
Pages : 144
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Book Description
Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence. A variety of technological devices have proven to be effective and efficient tools for the delivery of videos aimed at promoting independence among individuals with ASD while reducing the need for external prompts provided by others. As technology advances, devices have become more portable and, ultimately, affordable. Parents and caregivers have not only obtained these advanced technological devices, but actively seek to become more competent in using them to assist their children with ASD in a variety of ways. While there is ample research to support the use of portable devices to promote daily living skills for individuals with autism and other developmental disabilities, relatively few studies have examined whether parents can be trained to effectively deliver video prompting interventions through the use of mainstream devices. The current study sought to evaluate parent fidelity of implementing video prompting procedures using an iPad tablet as taught during a behavior skills training. Procedural fidelity was assessed utilizing a multiple baseline across participants' design to determine if their children with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their implementation of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy while also self-fading the viewing of video prompts. Implications for parent training and future research are discussed.
Author: Elisa M. Cruz-Torres
Publisher:
ISBN:
Category : Autism in adolescence
Languages : en
Pages : 144
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Book Description
Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence. A variety of technological devices have proven to be effective and efficient tools for the delivery of videos aimed at promoting independence among individuals with ASD while reducing the need for external prompts provided by others. As technology advances, devices have become more portable and, ultimately, affordable. Parents and caregivers have not only obtained these advanced technological devices, but actively seek to become more competent in using them to assist their children with ASD in a variety of ways. While there is ample research to support the use of portable devices to promote daily living skills for individuals with autism and other developmental disabilities, relatively few studies have examined whether parents can be trained to effectively deliver video prompting interventions through the use of mainstream devices. The current study sought to evaluate parent fidelity of implementing video prompting procedures using an iPad tablet as taught during a behavior skills training. Procedural fidelity was assessed utilizing a multiple baseline across participants' design to determine if their children with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their implementation of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy while also self-fading the viewing of video prompts. Implications for parent training and future research are discussed.
Author: Jennifer Wertalik
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The present study used an adapted alternating treatments design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting change better for two of the three students. The frequency building component in the VP + FB had strong, consistent gains for all students in terms of retention.
Author: Diane M. Browder
Publisher: Guilford Publications
ISBN: 1462542387
Category : Education
Languages : en
Pages : 457
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Book Description
"For years the text of choice for developing excellence as a teacher of K-12 students with moderate and severe disabilities, this clearly written work has now been revised and updated. Chapters provide step-by-step procedures for designing standards-based individualized education plans and evaluating and enhancing student progress. Methods and materials for teaching literacy, mathematics, science, and social studies are described in depth. The book also describes effective ways to build functional daily living skills. User-friendly features include extensive vignettes and classroom examples, end-of-chapter application exercises, and reproducible planning and assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size. Subject Areas/Key words: special education, children, adolescents, special-needs learners, disabled, moderately, severely, developmental disorders, academic interventions, academic skills, life skills, intellectual disability, cerebral palsy, autism spectrum disorders, learning disabilities, physical disabilities, inclusion classrooms, systematic instruction, special educators, teachers, literacy, reading, mathematics, textbooks, texts Audience: Students in special education and school psychology; K-12 special educators, school psychologists, reading specialists, classroom teachers, and administrators"--
Author: Ashley L. Cary
Publisher:
ISBN:
Category : Autism spectrum disorders
Languages : en
Pages : 29
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Book Description
Individuals with severe autism spectrum disorder and intellectual disability face poor outcomes in the area of self-determination and independence due to deficits in the areas of daily living skills. Utilizing video prompting is a way of teaching daily living skills and providing independence, and teaching students to self-direct their video prompts is a way to reduce instruction provided by a teacher or job coach. Three participants with severe autism and intellectual disability were taught three daily living skills using self-directed video prompting on an iPod Touch. Students were taught to load a dishwasher with instructor-delivered video prompts. After reaching mastery, they were taught using modeling followed by decreasing prompts to use the iPod Touch to watch prompts to Swiffer mop the kitchen floor. When they were at mastery on the second phase, they were allowed to self-direct their own video prompts to teach themselves to wipe the bathroom mirror. Results of the study demonstrate that all four students acquired the skills using video prompting. All three participants became more independent using the iPod Touch by the third phase, but weren’t completely independent self-directing their video prompts.
Author: Margaux Rachel Haley
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
Previous research has shown video instruction to be an effective intervention for improving academic, daily living, and social skills. This study evaluated the effectiveness of using video prompting via an iPad to teach Kindergarten students with ASD functional routines. A multiple probe across participants design was used to evaluate the effects of video prompting using highly preferred technology to learn to pack up a bookbag. The data indicate that one participant acquired the skill and maintained it over time in the absence of the intervention. The other participant did not master all of the steps of the task analysis. These data suggest while video prompting may be an effective intervention for some students, other variables may influence the effectiveness of video prompting. Limitations of the study and directions for future research are discussed.
Author: Maria Louise Gies
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
Abstract: Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video demonstration of a targeted behavior and subsequently performing what was viewed. A variation of video modeling is video prompting in which the learner views a video demonstration that is a single task analysis step or chunk of a targeted behavior followed by practice of that step/chunk. Video prompting has successfully been used to teach a number of behaviors to individuals with developmental disabilities including self-help skills (Norman, Collins, & Schuster, 2001), daily living skills (Cannella-Malone et al., 2006), and cooking related tasks (Graves, Collins, Schuster, & Kleinert, 2005; Sigafoos et al., 2005). When selecting appropriate gross motor activities to teach individuals with ASD, physical educators must consider their developmental delays and deficits in movement behaviors (Pan, Tsai, & Chu, 2009). Dance is a common activity offered in physical education programs (NASPE, 2005). By performing appropriate dances, individuals with ASD may be able to benefit both physically (e.g., enhanced coordination and balance) and socially (e.g., enhanced inclusive recreation and leisure activities). Dance has positively impacted children and adolescents with disabilities as evidenced by increased participation and cooperation (Crain, Eisenhart, & McLaughlin, 1984). However, additional research is needed to investigate instructional dance interventions for children and adolescents with ASD. The current study employed a multiple probe across participants design to evaluate the effects of video prompting as an intervention for dance instruction. Seven participants with high-functioning ASD participated in the study. Six males (ages 12 to 16) and one female (age 15) received Cupid Shuffle dance training in a one-on-one instructional format. The researcher showed one video vignette (clip) at a time on a MacBook Pro® laptop computer. After viewing a vignette, participants were given the opportunity to reproduce the modeled steps. The researcher provided positive reinforcement, such as praise and/or a high-five for correctly performed steps. To correct errors, a 4-level least-to-most prompting system was implemented. Maintenance, generalization, and social validity were assessed. Results showed that six participants acquired the Cupid Shuffle from the video prompting intervention. Moreover, three participants demonstrated 100% maintenance and one participant demonstrated 99.1% maintenance at 1-week post-intervention. One participant demonstrated 100% maintenance at 8-days post-intervention. Participants achieved overall generalization probes percentages of 44-68%. In terms of generalizing the newly learned dance to a new situation by dancing alongside the trainer to music, four participants achieved overall generalization percentages of 89-100%. When generalizing the newly learned dance to the new situation of dancing alongside peers to music, three participants achieved overall generalization percentages of 97-100%. Furthermore, parents and participants who completed social validity questions reported that the goals, procedures, and outcomes were acceptable and important.
Author: Mun Yan Adeline Yeong
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 92
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Book Description
Author: Patricia D. Lund
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 108
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Book Description
Current laws stress the importance of using research-based practices to teach transition and vocational skills to students with disabilities. Some of the evidence-based practices include the use of videos to prompt students through a task. Much research has been done concerning the effectiveness of video prompts to teach daily living skills, academic skills and social skills. Transitional skills that have been taught often include simple, entry level skills such as watering plants, cooking soup in the microwave or setting a table. To date, there is little research regarding the use of video prompts to teach complex employment skills that can help students reach competitive employment. The current research attempts to study the effectiveness of video prompting using a multiple baseline ABA research design. Participants included two high school studentswith autism. Both students were taught how to use woodworking tools to make a key rack. Independent task completion and quality check scores were analyzed and graphed. Both students showed an increase in the number of skills they could perform independently and the overall quality of their work from baseline to intervention. One student was able to maintain the skills after the video prompts were moved. The other student showed a slight decrease in scores after the intervention was removed. Future studies should seek to replicate the study in order to determine a functional relationship between video prompting and independent vocational task completion.
Author: Sarah Domire
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Three elementary students with autism spectrum disorders (ASD) participated in this study, which examined generalization effects of video self-prompting to teach daily living skills. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target skill. The student then performs individual steps of the skill before proceeding to the next video clip. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. The individualized video-prompts were tailored to each student in terms of the model used, materials, and setting, while the non-specific set of video-prompts used an unknown adult as the model, different materials, and a novel setting. The video-prompts and daily living skills were counterbalanced within and across participants. Improvements were noted for both the individualized and the non-specific video-prompts for all three students and all six skills. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills two and four weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed.
Author: Brenna Noland
Publisher: Jessica Kingsley Publishers
ISBN: 085700638X
Category : Psychology
Languages : en
Pages : 146
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Book Description
Video modeling takes visual learning to the next level by using new technologies to create an effective teaching tool. This book explains how professionals and parents can use innovative video modeling techniques to support the development of young children with autism spectrum disorders in school, home or community settings. Offering practical step-by-step guidance, the book shows how to film and edit personalized videos that highlight the exact skill that is being taught. Whether the focus is increasing attention, peer interaction, getting dressed or creative play, these videos are easy to incorporate into daily routines. They allow the child to learn new skills quickly and with less hands-on adult support leading to greater independence. Three video modeling strategies are presented – Basic Video Modeling, Video Self-Modeling and Point-of-view Video Modeling – along with all the information needed for readers to start using the techniques for themselves. The research behind the approach is also discussed and each chapter includes detailed case studies that demonstrate the techniques in action.
