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A multiple-probe-across-behaviors design was used to evaluate the effectiveness of video prompts delivered on an iPod Touch to teach food-preparation skills to two high school students with autism spectrum disorders (ASD) and intellectual disability. The special education teacher implemented the procedure in the high school classroom. Student data are interpreted to conclude that video prompting on an iPod Touch was effective in increasing independent performance of both students. The special education teacher was able to implement the procedure with a high degree of fidelity without disrupting the ongoing instructional activities of the classroom. Teacher ratings of the acceptability and perceived effectiveness of the procedures suggested that teacher viewed video prompting on an iPod Touch as a practical, effective, and efficient strategy for teaching food-preparation skills to students with ASD and intellectual disability.

This article focuses on assessment and diagnosis of phonological coding problems in young children. Phonological coding is defined as the representation of information about the sound structure of verbal stimuli in memory. Phonological coding deficits are tightly linked to difficulties in acquiring early word-reading skills. The task most widely used to assess phonological coding difficulties in disabled readers has been memory span for items like digits, words, or letters. However, naming-rate or simple articulation-rate tasks may provide more sensitive measures of coding difficulties. We propose that the best measure of phonological coding difficulties may be a combination of tasks currently being developed.