Increasing Daily Living Independence Using Video Activity Schedules in Middle School Students With Intellectual Disability

Abstract

This study used a multiple probe across participants design to (a) evaluate the use of system of least prompts to teach students to self-instruct and (b) evaluate the use of a mobile device for a video activity schedule of a functional daily living skill. In baseline, the classroom teacher asked participants to make a snack and collected performance data. In the technology training condition, the teacher implemented a system of least prompts procedure to teach participants to initiate use of the mobile device, navigate to a training video activity schedule, pause/play videos of training tasks, and perform the modeled training tasks. After meeting criterion in technology training, the classroom teacher evaluated participant performance making a snack following use of a mobile device to self-instruct using a video activity schedule. Participant technology use was still assessed but not included in criterion. All four participants learned to independently initiate and navigate the mobile device during technology training. Three participants self-instructed using the video activity schedule to independently make a snack.

eHealth in the support of people with mild intellectual disability in daily life: A systematic review

“…None of the studies reported a systematic assessment of the digital skills of participants before starting the intervention. However, 14 studies reported participants’ previous experience with a digital device (Ayres & Cihak, 2010; Bereznak et al, 2012; Burckley et al., 2015; Cannella‐Malone et al, 2006; De Wit et al., 2015; Douglas, Uphold, Steffen, & Kroesch, 2018; Mechling et al., 2009; Mechling & O’Brien, 2010; Shepley, Spriggs, Samudre, & Elliot, 2018; Smith et al., 2016; Smith, Shepley, Alexander, Davis, & Ayres, 2015; Spriggs et al., 2015; Van Laarhoven, Blood, Chan, & Winiarski, 2012; Van Laarhoven, Kraus, Karpman, Nizzi, & Valentino, 2010). These experiences varied from playing online games to executing simple acts on a computer such as typing letters.…”

“…The majority of the studies included ( n = 30) reported device training before starting an intervention with an eHealth application. Eighteen of these studies used evidence‐based instructional practices to teach participants to use the eHealth application, such as a system of least prompting, most‐to‐least and least‐to‐most prompting, constant and progressive time delay prompting, and model‐lead test format (Ayres & Cihak, 2010; Ayres et al., 2009; Bereznak et al., 2012; Cavkaytar et al., 2017; Cullen, Alber‐Morgan, et al, 2017; Cullen, Simmons‐Reed, et al, 2017; McMahon et al., 2015; Mechling & O’Brien, 2010; Mechling & Savidge, 2011; Price et al., 2018; Shepley et al., 2018; Smith et al., 2015, 2016; Spriggs et al., 2015; Stock et al., 2013; Van Laarhoven, Carreon, Bonneau, & Lagerhausen, 2018; Van Laarhoven et al., 2009, 2010). In three of these studies, those providing the intervention worked closely with participants, using modelling and guiding them until independent use was achieved (Campillo et al., 2014; Fage et al., 2018; Padgett, Strickland, & Coles, 2006).…”

“…In three studies, support staff performed the intervention without the involvement of the researchers (Campillo et al., 2014; De Wit et al., 2015; Taber‐Doughty et al., 2010). In five other studies, the intervention was performed by a teacher without any involvement from the researchers (Cihak & Schrader, 2008; Douglas et al., 2018; Shepley et al., 2018; Spriggs et al., 2015; Van Laarhoven et al., 2012). Researchers collaborated closely with the teachers in three studies (Ayres & Cihak, 2010; Smith et al., 2015, 2016) and with support staff in only one study (Kerkhof et al., 2017).…”

“…Eighteen of these studies used evidence-based instructional practices to teach participants to use the eHealth application, such as a system of least prompting, most-to-least and least-to-most prompting, constant and progressive time delay prompting, and modellead test format (Ayres & Cihak, 2010;Ayres et al, 2009;Bereznak et al, 2012;Cavkaytar et al, 2017;Cullen, Alber-Morgan, et al, 2017;McMahon et al, 2015;Mechling & O'Brien, 2010;Mechling & Savidge, 2011;Price et al, 2018;Shepley et al, 2018;Smith et al, , 2016Spriggs et al, 2015;Stock et al, 2013;Van Laarhoven, Carreon, Bonneau, of these studies, those providing the intervention worked closely with participants, using modelling and guiding them until independent use was achieved (Campillo et al, 2014;Fage et al, 2018;Padgett, Strickland, & Coles, 2006). In addition, two of these studies used workshops with support staff to help participants become familiar with using the application (De Wit et al, 2015;Kerkhof et al, 2017).…”

“…In three studies, support staff performed the intervention without the involvement of the researchers (Campillo et al, 2014;De Wit et al, 2015;Taber-Doughty et al, 2010). In five other studies, the intervention was performed by a teacher without any involvement from the researchers (Cihak & Schrader, 2008;Douglas et al, 2018;Shepley et al, 2018;Spriggs et al, 2015;Van Laarhoven et al, 2012).…”