Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD

Abstract

Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed.

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

“…In total, the studies included in the review reported on 346 par- & Hunley, 2014;Burckley, Tincani, & Guld Fisher, 2015;Campillo et al, 2014;Mechling, Gast, & Seid, 2009;Mechling & O'Brien, 2010;Mechling & Savidge, 2011;Spriggs, Knight, & Sherrow, 2015;Taber-Doughty et al, 2011;Van Laarhoven & Van Laarhoven-Myers, 2006).…”

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“…The Parent/ Caregiver rating form of the Vineland Adaptive Behavior Scales, Third Edition (Vineland-3; Sparrow et al 2016) provides an Adaptive Behavior Composite score comprised of standard scores across three domains: daily living, communication, and socialization adaptive domains. The Vineland-3 has shown high internal consistency of 0.90-0.98 for the comprehensive rating form (Spriggs et al 2015).…”

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