Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities

Sigafoos, Jeff; O’Reilly, Mark F.; Cannella, Helen; Upadhyaya, Megha; Edrisinha, Chaturi; Lancioni, Giulio E.; Hundley, Anna; Andrews, Alonzo; Garver, Carolyn R.; Young, David

doi:10.1007/s10864-005-6297-2

Cited by 126 publications

(121 citation statements)

References 16 publications

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“…In sum, an increase in the power to act goes hand in hand with the notion of self-determination and social participation (Lachapelle & Wehmeyer, 2003 Mechling & Seid, 2011); and performing tasks in residential areas (Lachapelle, Lussier-Desrochers, Caouette, & Therrien-Bélec, 2011;Taber-Doughty, Shurr, Brewer, & Kubik, 2010). In sum, technology helps to raise the level of autonomy in performing daily activities as well as learning new skills (Davies, Stock, & Wehmeyer, 2002;Sigafoos et al, 2005;Wu, Cannella-Malone, Wheaton, & Tullis, 2016). It is important, however, to point out that the majority of studies show that there is great variability among individuals and that their needs must be analyzed accurately (Lussier-Desrochers, Caouette, & Godin-Tremblay, 2015;Lussier-Desrochers et al, 2014).…”

Section: Intellectual Disabilitymentioning

confidence: 99%

“…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.…”

Section: Intellectual Disabilitymentioning

confidence: 99%

See 1 more Smart Citation

Bridging the digital divide for people with intellectual disability

Lussier‐Desrochers¹,

Normand²,

Romero-Torres³

et al. 2017

103

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Section: Intellectual Disabilitymentioning

confidence: 99%

Section: Intellectual Disabilitymentioning

confidence: 99%

Bridging the digital divide for people with intellectual disability

Lussier‐Desrochers¹,

Normand²,

Romero-Torres³

et al. 2017

103

View full text Add to dashboard Cite

show abstract

“…During VM students typically a) watch a video, b) receive an initial prompt to begin the task, and c) receive additional prompts as needed to complete the task (e.g., Charlop-Christy et al, 2000;Rosenberg, Schwartz, & Davis, 2010;Shipley-Benamou et al, 2002;Shrestha et al, 2013). Conversely, during VP students often a) watch a video clip showing one step of a task, b) receive assistance to pause the video, c) are prompted to complete the step viewed, d) are prompted to return to the video, e) receive assistance to play the video, and then steps "b" through "e" are repeated until the task is complete (Sigafoos et al, 2005;Zisimopoulos, Sigafoos, & Koutromanos, 2011). Based on descriptions of general procedures used in both video-based interventions, VP requires much more prompting and adult guidance.…”

Section: Intervention Variations and Descriptionsmentioning

confidence: 99%

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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iii Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent (2015) showed that poor adaptive behavior in individuals with ASD was the strongest predictor of unemployment, social isolation, depression, and lower overall quality of life in adulthood. THE EFFECTS OF TWO VIDEO MODELING INTERVENTIONS ON THE INDEPENDENT LIVING SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITYFinally, Taylor and Mailick (2013) found that, over a 10-year period, the educational and vocational activities of individuals with ASD between the ages of 18 and 52 remained at a staggering halt or demonstrated a steady downward trend. More importantly, the authors found a strong correlation between poor independent living skills and a decline in participation of educational and vocational activities (Taylor & Mailick, 2013).Evidence emphasizes the fact that adaptive and independent living skills strongly predict independent living outcomes for adults with disabilities such as ASD and ID. Findings speak to the importance of addressing adaptive behavior and independent living skills in children and adolescents with ASD and ID to better prepare them for the unavoidable transition to adulthood. Improving independent living skills not only benefits individuals with disabilities but also their families.When it comes to best practices for instructing students with ASD and ID, the importance of using systematic instruction cannot be overstated. Systematic instruction is a set of evidence- 4 A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al., 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes ...

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“…Görüntülerde beceriyi sergileyen modelin bedeninin tümünü göstermeye gerek yoktur. Örneğin, yalnızca modelin beceriyi gerçekleştirirken kullandığı ellerine odaklanarak görüntüler hazırlanabilir (Hine ve Wolery, 2006;McCoy ve Hermansen, 2007;Sigafoos, O'Reilly, Cannella, 2005).…”

Section: Odaklanan Bakışla Video Model (Point-of-view)unclassified

Otizm spektrum bozukluğu ve video modelle öğretim

KURT¹

2014

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities

Cited by 126 publications

References 16 publications

Bridging the digital divide for people with intellectual disability

Bridging the digital divide for people with intellectual disability

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Otizm spektrum bozukluğu ve video modelle öğretim

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