Association for Behavior Analysis International

This symposium includes data from a series of three studies evaluating means for teaching and using self-instructional procedures for individuals with intellectual disabilities. Each study provides an overview of different means to teach individuals with intellectual disability to self instruct and then use that skill to learn other skills. The final study then evaluates the efficiency of self-instruction compared to teacher directed instruction. In sum, this selection of studies provides evidence and rationale for considering broader instructional targets for individuals with intellectual disability. Broadening the focus to teach pivotal skills (rather than discrete specific skills) provides opportunities for individuals to select and pursue learning across environments with a system of self-instruction. The results are discussed in relation to their potential impact for independent living, employment, and community integration. Further, the researchers will discuss the relevance of these procedures to bridge the gap from school based instruction to community instruction and transitions from high school to community settings.

This study examined the effects of a system of most-to-least prompts to teach four adolescents with moderate-to-severe intellectual and developmental disabilities to use an iPod Touch and a video prompting app (inPromptu) independently. All four students learned to use the technology and app independently and two students were able to self-direct to learn a novel skill.

This study evaluated the effectiveness of student-delivered video modeling through a video iPod as a means of teaching job-related to tasks to four young adults with autism spectrum disorder at their employment settings. All of the participants were able to independently use the mobile technology and complete three novel vocational jobs.

a. This study evaluated the effects video prompting when presented as teacher-delivered instruction (TDI) and when presented as student-delivered instruction (SDI) on skill acquisition for four adolescent or adult females with an intellectual disability. Results indicated that three participants were able to acquire a novel skill within similar a similar number of sessions and time with both TDI and SDI, while one participant only reached criterion levels of responding when instruction was provided by a teacher.