|Using Mobile Technologies to Teach Students With Autism and Other Developmental Disabilities
|Saturday, May 24, 2014
|3:00 PM–3:50 PM
|W186 (McCormick Place Convention Center)
|Area: DDA/EDC; Domain: Applied Research
|Chair: Helen I. Cannella-Malone (The Ohio State University)
|CE Instructor: Helen I. Cannella-Malone, Ph.D.
Video technologies have been used to teach students with intellectual and developmental disabilities a wide array of skills. In this symposium, two studies and an empirical review of the literature will be presented and the implications of this information discussed. Data will be presented in the two studies related to how to use technology within an instructional framework to prepare students with intellectual and developmental disabilities for community-based employment. The review of the literature will provide an update on the status of using video prompting to teach new skills to individuals with intellectual and developmental disabilities. Each of these presentations will discuss implications and directions for future research in this area.
|Keyword(s): autism, intellectual disabilities, mobile technology, video prompting
|A Comparison of Mobile Devices to Teach Individuals with ASD and/or ID Vocational Skills Using Universally-Designed Prompting Systems
|TONI R. VAN LAARHOVEN (Northern Illinois University), Wendy Bonneau (DeKalb High School), Adam Carreon (Northern Illinois University), Ashli Lagerhausen (Northern Illinois University)
|Abstract: Improving independent completion of job-related tasks in vocational settings is critical for individuals with Autism Spectrum Disorders (ASD) and intellectual disabilities (ID) to obtain and maintain employment. The purpose of this study was to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates to promote independent completion of vocational tasks with self-selection and self-fading of available instructional prompts (i.e., video, picture/auditory, and picture prompts); (2) compare the usability and instructional utility of two different mobile devices to support independent performance; and (3) determine if built-in decision prompts and branching could improve problem-solving behavior of participants. Four young adults with ASD or ID worked at a public high school and were responsible for preparing and cleaning the staff lounge. Participants were required to re-stock cutlery, re-fill salt and pepper shakers, and clean tables and chairs. Data were analyzed within the context of an alternating treatments design and results indicated that both devices resulted in immediate and substantial increases in independent responding for all participants. Three of the four participants performed better with their preferred device, and all participants self-faded reliance on instructional prompts as skill acquisition increased.
An Examination of the Effectiveness of Continuous Video Prompting
|HELEN I. CANNELLA-MALONE (The Ohio State University), Linsey M. Sabielny (DePaul University), Eliseo D. Jimenez (The Ohio State University), Megan Miller (Navigation Behavioral Consulting), Olivia Miller (The Ohio State University), Hollie Byrum (The Ohio State University)
In this study, two students with intellectual and developmental disabilities were taught basic vocational and daily living skills using video prompting. In the first phase, continuous video prompting, in which a video of each step of the task was shown on a continuous loop until the student completed the step. A multiple baseline design across tasks was used to maintain experimental control. In the second phase of this study, we compared continuous video prompting to standard video prompting, in which the video of each step was shown only once. An adapted alternating treatments design was used to determine which method was more effective. Implications for practice and future research will be discussed.
Using Video Prompting for Skill Acquisition with Individuals with Moderate to Intensive Disabilities: Generalization and Maintenance Literature Review
|ELISEO D. JIMENEZ (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University)
Video prompting has been shown to be an effective prompting tool for teaching a variety of tasks to individuals with developmental disabilities (Banda, Dogoe, & Matuszny, 2011). Generalization programming and maintenance measurements in the video prompting literature are a limited topic of investigation when teaching tasks to individuals with moderate to severe disabilities. The following review explored 22 studies in the video prompting literature that incorporated generalization programming and/or maintenance measures. This review highlights concerning limitations such as the use of generalization techniques, inconsistent maintenance measures, and a limited range of target behaviors. Implications suggest a need for future research on the generalization and maintenance effects of video prompting.