Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities

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

doi:10.1007/s10864-006-9004-z

Cited by 108 publications

(114 citation statements)

References 17 publications

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“…In the Mechling et al study, it was found that students with moderate intellectual disabilities used less intrusive prompts as they learned a particular recipe and later re-instituted use of more intrusive prompt levels when needed (i.e., during maintenance sessions). These results align with those of others who found that students' performance deteriorated upon the abrupt removal of video prompting (Furniss et al 1999;Sigafoos et al 2007). Sigafoos and others further found that students were able to continue to perform steps when video prompts were systematically removed.…”

Section: Introductionsupporting

confidence: 91%

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

Mechling

Gast

Seid

2009

J Autism Dev Disord

156

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In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time.

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Section: Introductionsupporting

confidence: 91%

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

Mechling

Gast

Seid

2009

J Autism Dev Disord

156

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“…Three of these individuals were female. Participants in 9 of the studies also were diagnosed as having mild or moderate intellectual disabilities (Cannella-Malone et al, 2006;Goodson, Sigafoos, O'Reilly, Cannella, & Lancioni, 2007;Mechling et al, 2009;Mechling & Gustafson, 2008;Rayner, 2011;Sigafoos et al, 2005;Sigafoos et al, 2007;Van Laarhoven et al, 2010;Van Laarhoven & Van Laarhoven-Myers, 2006 Age of the participants ranged from 9 years to 41 years. Seven studies included middle school-and high school-aged students (Bereznak et al, 2012;Cannella-Malone et al, 2011;Cannella-Malone et al, 2012;Mechling et al, 2009;Mechling & Gustafson, 2008;Van Laarhoven et al, 2010;Van Laarhoven & Van Laarhoven-Myers, 2006).…”

Section: Participantsmentioning

confidence: 99%

“…Seven studies included middle school-and high school-aged students (Bereznak et al, 2012;Cannella-Malone et al, 2011;Cannella-Malone et al, 2012;Mechling et al, 2009;Mechling & Gustafson, 2008;Van Laarhoven et al, 2010;Van Laarhoven & Van Laarhoven-Myers, 2006). Four studies included adults (19-41 years) with autism (Cannella-Malone et al, 2006;Goodson et al, 2007;Sigafoos et al, 2005;Sigafoos et al, 2007). One study included elementary school-aged participants (Rayner, 2011).…”

Section: Participantsmentioning

confidence: 99%

Effects of Video Prompting Techniques on Teaching Daily Living Skills to Children With Autism Spectrum Disorders

Domire

Wolfe

2014

Research and Practice for Persons with Severe Disabilities

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Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills into steps that are then performed directly after viewing each clip. The present review examined studies using video prompting techniques to teach functional and daily living skills to individuals with autism spectrum disorders (ASD). The focus of the review was on evaluation of the effectiveness of video prompting and the factors that affect student attention to the video, retention of target behavior, production of target behavior, and motivation. Results showed that video prompting was an effective intervention for teaching a wide array of target skills and that students with ASD were able to generalize and maintain the acquired skills. Video prompting was also shown to be more effective than both static picture prompts and video modeling techniques in terms of percentage of correct independent responding. Suggestions for practice and future research are discussed.

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“…After students master target tasks, teachers need to help students gradually fade their reliance on video-based instruction (Sigafoos et al, 2007).…”

Section: How To Fade Video-based Instructionmentioning

confidence: 99%

“…There are two common ways to fade videobased instruction. First, if students are using video prompting, one way to fade it out is to gradually combine clips (i.e., video chunking) to decrease the number of video-prompting cues (Sigafoos et al, 2007). Another way is to gradually convert video-based instruction into other types of self-prompting systems using different modalities, such as text, picture, and audio.…”

Section: How To Fade Video-based Instructionmentioning

confidence: 99%

iDIY

Weng¹,

Savage²,

Bouck³

2014

TEACHING Exceptional Children

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Ms. Chandler is a middle school special education teacher working in a lowincidence classroom. She currently teaches 12 students with intellectual disability and autism spectrum disorder in her classroom. Ms. Chandler feels that her students struggle to complete tasks independently and that they rely heavily on adult assistance across academic and functional tasks. At the beginning of the school year, Ms. Chandler received three iPads for her classroom to enhance instruction and learning. She heard wonderful things from colleagues about using iPads with students with disabilities, including the use of iPads for videobased instruction. Ms. Chandler thinks that video-based instruction would be great for her students and would promote less reliance on others for assistance. She is excited to use the technology in her classroom and wants to learn how to use the iPads to provide instruction to her students. The only caveat is that Ms. Chandler is a novice at creating video-based instruction, let alone creating instruction using a device with which she is unfamiliar.Video-based instruction is technologybased instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). Videobased instruction can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Implementing video-based

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Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities

Cited by 108 publications

References 17 publications

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder

Effects of Video Prompting Techniques on Teaching Daily Living Skills to Children With Autism Spectrum Disorders

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