Computer- and Video-Based Instruction of Food-Preparation Skills: Acquisition, Generalization, and Maintenance

Abstract

The purpose of this study was to evaluate the effects of a computer-based video instruction (CBVI) program to teach life skills. Three middle school-aged students with intellectual disabilities were taught how to make a sandwich, use a microwave, and set the table with a CBVI software package. A multiple probe across behaviors design was used to evaluate for a functional relation between the software and skill acquisition. All students increased the percentage of steps completed in the correct order after receiving CBVI. During maintenance probes, the performance of all students deteriorated; after a single review session with CBVI, all students regained previous levels of performance, tentatively indicating a role of CBVI as a tool for reviewing previously mastered material. Results are discussed in terms of the use of CBVI for providing students sufficient learning trials on tasks that require the use of consumable products (e.g., food).

Adolescents with Disabilities

“…Researchers highlight the positive effects of teaching individuals with disabilities to use various technologies to independently self-prompt their daily living tasks (Cullen and Alber-Morgan 2015). Self-prompting is presenting antecedent cues such as textual prompts, picture prompts, or video prompts in order to guide oneself accurately and efficiently through a task (Ayres and Cihak 2010;Van Laarhoven et al 2010).…”

Use of Computer-Based Interventions to Promote Daily Living Skills in Individuals with Intellectual Disabilities: A Systematic Review

“…Participants used a variety of external devices to provide input during CBI. In six studies, participants operated mouse/trackballs and interacted using the click function (Ayres and Cihak 2010;Ayres et al 2006;Ayres et al 2009;Hansen and Morgan 2008;Hutcherson et al 2004;. A touch-screen was used in four studies (Davies et al 2003;Mechling 2008a, b;Mechling et al 2002;Mechling and O'Brien 2010).…”

“…Three of these studies used the program "Project Shop" (Ayres et al 2006;Hansen and Morgan 2008;Hutcherson et al 2004) and two used a program named "I can! Daily Living and Community Skills" (Ayres and Cihak 2010;Ayres et al 2009). One study used a program named "ATM Sim" (Davies et al 2003).…”

“…Two studies examined the effectiveness of CBI on teaching the participants to set the table and simple meals (i.e., Ayres and Cihak 2010;Ayres et al 2009). One study used CBI to teach the use of a debit card (Mechling 2008a, b) and another study used CBI to teach the use of an ATM machine (i.e., Davies et al 2003).…”

Cognitive mechanisms underlying Armoni: A computer-assisted cognitive training programme for individuals with intellectual disabilities

“…One of the main methods used in this context is computer-assisted training (Reynolds & Fletcher-Janzen, 2007). Although a range of application software has been developed to train basic adaptive skills for daily living in people with ID (Ayres & Cihak, 2010;Davis, Stock, & Wehmeyer, 2003;Mechling, Gast, & Langone, 2002;Taber, 2003), few studies have focused on the development of computer-based programmes for cognitive training in this population. Research in this field has mainly focused on specific cognitive abilities such as metacognition (Moreno & Saldaña, 2005), decision making (Standen, Rees, & Brown, 2009) or working memory (Van der Molen et al, 2010), leaving the training of multiple cognitive domains scarcely addressed.…”