Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

Abstract

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

Repurposing a Smartwatch to Support Individuals With Autism Spectrum Disorder: Sensory and Operational Considerations

“…Video models are video clips of novel behaviors that are used to teach the skills depicted by the videos. A series of related video models can be embedded within a visual schedule to provide a narrative framework (Shepley et al, 2018;Shepley et al, 2019;Spriggs et al, 2015). A visual schedule with embedded videos may be a useful strategy to teach individuals with ASD to tolerate, wear, and use novel technologies.…”

Promoting Independence With Vocational Audio and Video Prompting for Students With ASD

“…Once the student completes the full sequence of the task steps, educators should provide additional positive individualized reinforcement based on the student's interests. Shepley, Spriggs, Samudre, & Sartini, 2019). For example, S. Shepley et al (2019) found that some students needed to use the intervention to complete multiple examples of the task to generalize the skill, whereas others did not need it to help with generalization.…”

“…Shepley, Spriggs, Samudre, & Sartini, 2019). For example, S. Shepley et al (2019) found that some students needed to use the intervention to complete multiple examples of the task to generalize the skill, whereas others did not need it to help with generalization. Educators may also need to provide task direction for some students to facilitate generalization (Smith et al, 2016).…”

Behavior skills training for teaching and generalizing self-instruction skills for students with intellectual disability

“…While this study demonstrated the acquisition of self-instruction skills using VidAS, the researchers did not systematically program for generalization of the self-instruction skill, a critical component of teaching pivotal behaviors. Therefore, Shepley and colleagues (2019) assessed the effectiveness of progressive time delay (PTD) on teaching four elementary students with autism and intellectual disability to initiate and use VidAS to complete recreational activities (e.g., play sequences, art projects) across environments. Within their single-case research design, the self-instruction behavior was systematically taught within the context of unknown tasks in one environment, while generalization of the self-instruction behavior was assessed in two additional environments.…”