Comparison of the Effects of Static Picture and Video Prompting on Completion of Cooking Related Tasks by Students with Moderate Intellectual Disabilities

Mechling, Linda C.; Gustafson, Melissa

doi:10.1080/09362830902805889

Cited by 60 publications

(97 citation statements)

References 25 publications

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“…That is, although initial evidence has shown that the combination of videos with photos can be more effective than videos alone when applied in interventions aiming to teach individuals with disabilities [22], the performance of children may be altered in the presence of different antecedent stimuli. As opposed to the current study, such research would examine these methods as interventions in which the use of single-case experimental methodology (e.g.…”

Section: Discussionmentioning

confidence: 98%

“…Both studies indicated that the strategies were effective in teaching the targeted skills and no functional differences between them were identified. In addition Mechling and Gustafson [22] indicated that VM was more efficacious than SP in teaching cooking skills in children with moderate intellectual disabilities. In 2010, Van Laarhoven et al [23] compared the effectiveness and efficiency of picture prompts versus VM in teaching daily living skills to adolescents with autism.…”

Section: Introductionmentioning

confidence: 99%

“…In vivo modeling has been used to teach play skills [17]; social skills [18,19]; or contextually appropriate affective behavior [20,21]. 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].…”

Section: Introductionmentioning

confidence: 99%

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New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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IntroductionAutism is a lifelong neurodevelopmental disorder, which prevalence has shown a steady increase in the past four decades [1][2][3]. It has lifetime consequences with a range of impacts on the health, economic wellbeing, social integration and quality of life of individuals with the disorder and also on their families, healthcare professionals, teachers and potentially the rest of the society. Recent estimates have shown that families of children with autism, and in essence the entire healthcare system, face significant economic burden worldwide [4,5]. As a result of these compelling impacts, there have been consistent reports in the literature identifying the critical need for further research that aims to expand and improve the currently available interventions in an effort to address the individualized needs of this population [6][7][8].Since 1981, applied behavior analysis (ABA) has been regarded as the treatment of choice for individuals with autism [9]. All these years, a vast range of instructional tactics incorporating the principles of ABA have been developed, such as those known as visual supports (VS), which have shown very encouraging results in the treatment of individuals with autism [10][11][12]. This is because people with this condition have been reported to process visual information easier than auditory information [13][14][15]. In vivo modeling, static pictures (SP) and video modeling constitute the predominant VS methods for teaching individuals with autism complex or multiplex skills and task sequences.In vivo modeling involves the child observing a person model engaging in a targeted behavior live, and then imitating the behavior of the model [16]. In vivo modeling has been used to teach play skills [17]; social skills [18,19]; or contextually appropriate affective behavior [20,21]. 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 [65]; generalized imitation skills [66]; or transitional behaviors [67].A few studies have been conducted to compare the effectiveness of in vivo modeling, SP and VM instructional methods. For example, CharlopChristy et al. [16] compared the effectiveness of VM versus in vivo modeling for teaching developmental skills to children ...

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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“…Les avancements technologiques offrent une piste de solution prometteuse pour l'enseignement et l'apprentissage auprès des élèves qui ont des incapacités (Benda, Havlicek, Lohr & Havranek, 2011 ;Chalghoumi, 2011 ;Edyburn, 2004a ;Florian, 2004 ;Mechling & Gustafson, 2009). Les aides techniques (AT) se situent à l'avant-garde des efforts axés sur la technologie pour favoriser l'accès aux programmes d'enseignement et améliorer les apprentissages de ces élèves (PetersonKarlan & Parette, 2008;Rose, Hasselbring, Stahl & Zabala, 2005).…”

Section: Introduction: L'ambiguïté Entourant La Définition Des Aides unclassified

Repenser la définition des aides techniques en éducation / Rethinking the definition of assistive technology in education

Chalghoumi

2012

CJLT / RCAT

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In education, an increasing number of students with disabilities make use of assistive technologies (AT). Meanwhile, a recent but growing literature studies this concept. Despite this interest both in research and practice related to these technologies, several clues point to the difficulty of distinguishing it from and the information and communication technology (ICT), particularly in education. Are AT a distinct concept or a variation of ICT? What are the consequences of such a confusion? How can we differentiate these two concepts? The purpose of this article is to provide some answers to these questions. Repenser la définition des aides techniques en éducation 2 Keywords:

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“…The technology can ensure an orderly presentation of the instructions without requiring the participants any manipulation of instruction material that could cause diffi culties and errors (Mechling & Ortega-Hurndon, 2007;Mechling & Gustafson, 2009;Cannella-Malone, et al, 2011). Lancioni, et al (2000 assessed the suitability and eff ectiveness of a computer-aided system designed to present pictorial instructions for the single steps of the tasks at hand.…”

Section: Visual-and Verbal-instruction Programs For Multi-step Tasksmentioning

confidence: 99%

Technology-Aided Programs for Persons with Severe/Profound and Multiple Disabilities: A Selective Review

Lancioni

Singh²,

Sigafoos

et al. 2012

Comprehensive Psychology

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SummaryThis paper represents a brief, selective review of technology-aided programs for persons with severe/profound and multiple disabilities. Specifi cally, the paper provides detailed summaries of a number of illustrative studies conducted by these authors for the assessment of (a) microswitch-based programs aimed at promoting response engagement and control of environmental stimulation, (b) speech-generating devices and computer-aided programs directed at promoting communication and stimulus choice, (c) orientation technology solutions for promoting indoor travel, and (d) visual-and verbal-instruction technology for promoting performance of complex, multi-step tasks. The studies included in the review provide a specifi c picture of the technological instruments adopted within the programs, of the participants involved, and of the outcomes obtained. Questions of practical importance left unanswered by those studies and others in the fi eld are also discussed as possible targets of new research.

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Comparison of the Effects of Static Picture and Video Prompting on Completion of Cooking Related Tasks by Students with Moderate Intellectual Disabilities

Cited by 60 publications

References 25 publications

New Techniques in Interventions for Children with Autism Spectrum

New Techniques in Interventions for Children with Autism Spectrum

Repenser la définition des aides techniques en éducation / Rethinking the definition of assistive technology in education

Technology-Aided Programs for Persons with Severe/Profound and Multiple Disabilities: A Selective Review

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