A Comparison of Static Picture Prompting and Video Prompting Simulation Strategies Using Group Instructional Procedures

Abstract

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.

New Techniques in Interventions for Children with Autism Spectrum

“…Undoubtedly, participants had different experiences, past reinforcement history and preferences. Therefore, they had various responses across the instructional methods, the selected tasks and the stimulus materials, which affected their performance [23,26]. For example, four participants (i.e., Gary, Alice, Stuart and Peter) achieved a better performance when VM was used, one (i.e., William) performed better during the SP condition, one (i.e., Roddy) in both in vivo modeling and SP conditions and two (i.e., George and Ted) performed equally well in all conditions.…”

“…They found that VM was more effective as it led to faster acquisitions of the targeted behaviors and promoted the generalization of behavior changes. Alberto et al [25] and Cihak et al [26] compared the effectiveness and efficiency of SP versus VM on the acquisition and maintenance of community skills to students with moderate mental retardation. Both studies indicated that the strategies were effective in teaching the targeted skills and no functional differences between them were identified.…”

“…Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].…”

“…Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].Video modeling involves an individual watching a videotaped demonstration and then imitating the behavior of the model [30,31], while the model can be a peer, a sibling, an adult, or even oneself [32,33]. The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use …”

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“…Some of the many skills that have been taught effectively through simulations include locating items in a grocery store (Mechling & Gast, 2003), using a cell phone (Tabor et al, 2002), purchasing (Xin et al, 2005), banking skills (Davies et al, 2003;Cihak et al, 2006), and laundry skills (Taylor et al, 2002).…”