An Evaluation of Parent-Produced Video Self-Modeling to Improve Independence in an Adolescent With Intellectual Developmental Disorder and an Autism Spectrum Disorder

Abstract

We evaluated a parent-created video self-modeling (VSM) intervention to improve independence in an adolescent diagnosed with Intellectual Developmental Disorder (IDD) and Autism Spectrum Disorder (ASD). In a multiple baseline design across routines, a parent and her 17-year-old daughter created self-modeling videos of three targeted routines needed for independence in the community. The parent used a tablet device with a mobile app called "VideoTote" to produce videos of the daughter performing the targeted routines. The mobile app includes a 30-s tutorial about making modeling videos. The parent and daughter produced and watched a VSM scene prior to performing each of the three routines in an analogue community setting. The adolescent showed marked, immediate, and sustained improvements in performing each routine following the production and implementation of the VSM. Performance was found to generalize to the natural community setting. Results suggest that parents can use available technology to promote community independence for transition age individuals.

Bridging the digital divide for people with intellectual disability

“…People with ID are currently using several types of technological solutions, including tablets (Allen et al, 2015;Burckley et al, 2015), smartphones , portable digital players like the iPod Touch (Wu et al, 2016) or other similar devices (Mechling & Seid, 2011), desktop and laptop computers (Davies et al, 2002;Sigafoos et al, 2005), as well as telehealth cameras (Taber-Doughty et al, 2010). Optimal use of many ICT require an Internet connection.…”

Video Instruction

“…Interventionists or treatment providers who are well versed in the use of systematic instruction procedures including modeling, prompting, corrective feedback, and contingent reinforcement are more likely to be successful in implementing video instruction with individuals with ASD. However, recent research (Allen et al 2015) showed that parents can effectively use video instruction to increase functional life skills of an adolescent with ASD and ID.…”

Scoping review: Interventions that promote functional performance for adolescents and adults with Intellectual and Developmental Disabilities

“…Of the 16 studies in this category, 15 studies had participants with mild to moderate IDD and only one study had participants with moderate to severe IDD. Types of intervention included: (a) VM, VM + photos, VM + VP, and VP (Allen et al, 2015;Cannella-Malone et al, 2006;Edrisinha, O'Reilly, Choi, Sigafoos & Lancioni, 2011;Horn et al, 2008;Mechling, Gast & Fields, 2008;Mechling & Gustafson, 2009;Mechling & O'Brien, 2010;Mechling & Seid, 2011;Taber-Doughty, Miller, Shurr, & Wiles, 2013;Taber-Doughty et al, 2011;Van Laarhoven & Van Laarhoven-Myers, 2006); (b) augmented feedback implemented on a computer screen (Applegate et al, 2008); (c) progressive time delay (PTD) for self-instruction using videos on an iPad (Smith et al, 2016) or using a DVD on an iPad (Hammond, Whatley, Ayres & Gast, 2010); (d) auditory cues (Alberto, Sharpton, Briggs & Stright, 1986;Taber-Doughty, 2005) with or without visual cues (Bouck et al, 2012); (e) video recording and still photographs (Mechling, Gast & Seid, 2010); and (f) GPS based software with embedded pictures (Davies et al, 2010). Studies reported gains in acquiring skills with or without support for generalisation.…”

“…The outcome measure most frequently used across this collection of intervention studies were ratings of targeted task performance such as the number of task steps completed without assistance (e.g., Allen et al, 2015;Applegate et al, 2008;Cannella-Malone et al, 2006;Edrisinha et al, 2011;Horn et al, 2008;Smith et al, 2016;Taylor et al, 2002;Van Laarhoven & Van Laarhoven-Myers, 2006). Some studies further examined whether the correct response was obtained and identified the level of assistance provided to the participant to complete the observed task (Smith et al, 2016;Taylor et al, 2002;Van Laarhoven & Van Laarhoven-Myers, 2006).…”

“…The time interval set can be either increased or decreased depending on the targeted outcome or expectations regarding performance (Miller & Test, ; Sandknop, Schuster, Wolery & Cross, ). Other variations of ADL or IADL training among individuals with IDD include the addition of multiple exemplars in the same task or across similar tasks, practice in simulated as well as natural environments (Taylor, Collins, Schuster & Kleinert, ) and use of technology to provide prompts (e.g., Allen, Vatland, Bowen & Burke, ; Van Laarhoven & Van Laarhoven‐Myers, ).…”