Video, Picture and Auditory Prompting

This section includes articles focused on prompting students with disabilities and the articles are categorized by the technology used, video methods, other visual methods, and auditory methods.

Acquisition and generalization of chained tasks taught with computer based video instruction to children with autism

Jun 21, 2013, 10:52 AM

Ayres, K. M., Maguire, A., McClimon, D. (2009). Acquisition and generalization of chained tasks taught with computer based video instruction to children with autism. Education and Training in Developmental Disabilities, 44(4), 493-508.

Characteristics

  • Computer based video instruction (CBVI) has recently been identified as being beneficial for teaching functional skills to students with disabilities with a broad range of individual needs.
  • This study examined the effectiveness of using CBVI to teach functional skills (i.e., making soup, making a sandwich, and setting a table) to students with autism.
  • The CBVI program used in the study was I Can! – Daily Living and Community Skills; the program included video modeling and allowed students to interact with and manipulate images on the computer screen.
  • The video modeling within the program provided students with step-by-step instructions for each of the target skills.
  • Three elementary-aged students (2 males and 1 female) with autism participated in this study.

Setting

  • This study took place in participants’ homes and schools located in the southern U.S.

Method

  • All students completed in-vivo probes that assessed their ability to make soup, make a sandwich, and set a table prior to beginning CBVI.
  • During these probes, participants were asked to complete the target behavior; if participants did not initiate a step within 5 seconds, the researcher completed the step and then prompted participants to complete the remaining steps.
  • After completing the baseline probes, participants began using the software program.
  • For each task, participants viewed 2 narrated video models and then were asked to complete the skill (e.g., pick up the bread, move the bread to the plate) during a computer simulation.
  • Students were prompted if they proceeded incorrectly or failed to respond within 10 seconds.
  • Each CBVI session was scored and recorded.
  • After each student achieved 90% accuracy on the tests, he/she completed a second in vivo probe in order to evaluate his/her ability to complete the tasks in a real world setting.

Results

  • All students made post-treatment gains in their ability to complete the target tasks and generally did so with high levels of accuracy.
  • Students were also able to maintain the gains made over time.
  • This study provides additional evidence that computer based video instruction can be used to teach functional skills to students with disabilities.
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  • Video, Picture and Auditory Prompting
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