This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible.

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Two groups of three students with moderate mental retardation were instructed using group procedures to compare static picture and video prompting simulation strategies. An alternating treatments design was used to compare individual student task acquisition and maintenance performances of purchasing and banking skills. The results indicated that these two strategies were equally effective and efficient. Individual differences suggest that simulation strategy materials benefit student learning by displaying relevant stimuli for a stationary period time during presentation.

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This study determined if the use of computer-assisted instruction Would be an effective method to promote Word identification using the Nonverbal Reading Approach (NRA). Three students With severe speech impairments and concomitant physical disabilities or autism Were provided decoding and Word identification instruction using the NRA across three conditions simulating the natural progression of classroom instruction from teacher-directed to computer-assisted instruction. The three conditions Were (a) teacher only, (b) teacher plus computer-assisted instruction, and (c) computer-assisted instruction only. All participants reached criteria in each of the three conditions. Results indicate that the NRA can be effectively delivered through computer-assisted instruction, thus freeing up teacher time and providing students With the ability to practice decoding and Word identification independently.