Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


38th Annual Convention; Seattle, WA; 2012

Event Details

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Symposium #54
CE Offered: BACB
Teaching Adolescents and Adults Multi-Component Skills Using Video Modeling and Video Prompting
Saturday, May 26, 2012
2:30 PM–3:50 PM
LL04 (TCC)
Area: DDA/PRA; Domain: Applied Research
Chair: Helen I. Cannella-Malone (The Ohio State University)
CE Instructor: Helen I. Cannella-Malone, Ph.D.
Abstract: The use of video modeling and video prompting has been demonstrated to be an effective method for teaching new skills to people with autism and other developmental disabilities. This symposium will present four applied studies that used video in innovative ways to teach adolescents and adults with developmental disabilities multi-step tasks. The studies used continuous video modeling—in which the video looped while the participant completed task—or taught students to self-prompt in which they prompted themselves through the steps of the tasks. All four studies were successful in using video to teach new skills, and the results from these studies provide new insights into how best to use video modeling and video prompting. The practical utility of using video in instruction will be discussed along with implications for practice and recommendations for future research.
Keyword(s): developmental disabilities, video modeling, Video prompting

Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students With Autism Spectrum Disorders

Sally Bereznak (The University of Georgia), KEVIN AYRES (University of Georgia), Linda Mechling (University of North Carolina, Wilmington), Jennifer Alexander (The University of Georgia)

This study examines a video self-prompting strategy to teach 3 high school students daily living and vocational skills. Three students with autism were recruited for the study. Two of the students were able to learn to self-prompt with video on an iPhone while a third student required teacher assistance. Students then used these prompting procedures to learn new skills. The effects of the prompting systems were evaluated in the context of a multiple probe across behaviors, replicated across students. Results indicate that participants increased performance across all behaviors by increasing the percent of steps performed independently. This study introduces a novel approach to using instructional video, in that 2 of the students were able to learn how to self-prompt with the iPhone and ultimately teach themselves the target skills.

The Effects of Video Self-Prompting on the Acquisition of Vocational Skills for Deaf Students With Moderate Intellectual Disabilities
HELEN IRENE MALONE (The Ohio State University), Joe Wheaton (The Ohio State University), Pei-Fang Wu (The Ohio State University)
Abstract: This study taught three adolescents with developmental disabilities who were also deaf to use an iPod Touch application (inPromptu) to teach themselves new skills. Using multiple probe across participants designs, the students were first taught to clean lockers using traditional video prompting. Using that skill, they were then taught to use the iPod Touch app independently (i.e., self-prompt). Finally, their ability to self-prompt was tested with a new skill (making booklets). All three students learned to clean lockers with video prompting, as well as learn to make booklets using the iPod Touch independently. This study provides a clear methodology for teaching students to self-prompt.
The Effects of Video Prompting and Activity Schedules on The Acquisition of Independent Living Skills of Students Who Are Deaf and Have Developmental Disabilities
PEI-FANG WU (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University), Joe Wheaton (The Ohio State University)
Abstract: The current study investigated whether four Deaf students with developmental disabilities could learn a chain of independent living skills and follow activity schedules using a combination of the two iPod Touch applications (apps): inPromptu and First Then Visual Schedule. Using a multiple probe across participants design, the study examined the effects of the intervention on skill acquisition and generalization to untrained independent living skills and novel sequences of activity schedules after the students mastered the use of the two iPod apps. All participants successfully acquired a variety of independent living skills using video prompting. Three of the four participants were able to follow varied and novel activity schedules after they were trained to follow the fixed order activity schedule. Multiple exemplars were needed for one participant to master varied and novel activity schedules. In addition, all participants successfully followed activity schedules in an untrained setting (e.g., school dorm). This study extended the current literature on video prompting and activity schedules by incorporating both approaches and testing their generalization effects. As such, the study provided new practices that may increase functional independence for Deaf students with developmental disabilities.

Continuous Video Modeling to Prompt Completion of Multicomponent Tasks by Adults With Moderate Intellectual Disabilities

LINDA MECHLING (University of North Carolina, Wilmington), Kevin Ayres (University of Georgia), Kimberly Purrazzella (University of North Carolina, Wilmington), Kaitlin Purrazzella (University of North Carolina, Wilmington)

This investigation examined the ability of four adults with moderate intellectual disabilities to complete multi-component tasks using continuous video modeling. Continuous video modeling, which is a newly researched application of video modeling, presents video in a looping format which automatically repeats playing of the video while the individual completes a task. Four adult males, ages 29 to 35 years, with a diagnosis of Down syndrome and a moderate intellectual disability, were participants in the study. A multiple probe design across three sets of multi-component tasks (folding multiple sizes of towels; sorting an assortment of recycling materials; preparing a buffet table with multiple serving stations) and replicated with four adults was used to evaluate the effectiveness of continuous video modeling. Overall results suggest that this newly explored method for presenting video models was an effective presentation mode for three of the four participants.




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