Comparison of Task Performance by Students with Autism and Moderate Intellectual Disabilities When Presenting Video Models on Large and Small Screen Sizes

Abstract

This investigation compared the ability of students with disabilities to complete fine motor tasks when presented with video models on a small personal digital assistant (PDA) screen and a traditional computer laptop screen. Two groups of elementary age students participated in the study: four with moderate intellectual disabilities (Moderate ID), and four with autism spectrum disorders (ASD). An adapted alternating treatments design with extended baseline, comparison, and final treatment condition was used to compare performance across the two screen sizes. Overall results suggest that students with ASD may perform equally as well, regardless of screen size, while some students with Moderate ID may need a larger screen size in order to perform fine motor tasks using video models. Results further indicate that individual differences occurred across some of the students (two of the four students with Moderate ID performed better when using the smaller screen) and that task requirements may have influenced performance (more errors occurred with tasks that may have presented greater cognitive challenges to students).

Video modeling imitation training to support gestural imitation acquisition in young children with autism spectrum disorder

“…Researchers recently analyzed screen size to determine whether the size of the screen (i.e. iPad vs. smart phone) used to present the video model impacted skill acquisition (Mechling and Ayres, 2012;Mechling and Youhouse, 2012). Results indicated that fine motor tasks increased regardless of screen size; however, more correct responses resulted from the use of a larger screen.…”

The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder

“…Existing studies have documented benefits of introducing videos via handheld devices for teaching individuals with DD (e.g., Burke et al, 2013). Second, there are mixed results in the literature regarding the effects of VP on small and large screens among individuals with DD Mechling & Ayres, 2012;Mechling & Youhouse, 2012;Miltenberger & Charlop, 2015). This study provided additional support for studies that showed the effectiveness of VP presented on large screens (e.g., Mechling & Ayres, 2012).…”

Self-Instructing With Mobile Technology: Considerations and Applications to Increase Independence

“…The learner must have the fine motor ability to control the mobile device (e.g., pressing buttons, touching icons, scrolling). Mechling and Youhouse (2012) suggested that a larger screen size might be favorable to a smaller screen size when used by someone with moderate ID; however, it really comes down to individual differences and preferences.…”