Teaching Daily Living Skills to Seven Individuals With Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling

Cannella-Malone, Helen I.; Fleming, Courtney; Chung, Yi-Cheih; Wheeler, Geoffrey M.; Basbagill, Abby R.; Singh, Angella Harjani

doi:10.1177/1098300710366593

Cited by 98 publications

(119 citation statements)

References 15 publications

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“…The pattern continues for each step. Gardner and Wolfe (2013) reported that research investigating the comparative effects of the two interventions is limited (see Cannella-Malone et al, 2006;Cannella-Malone et al, 2011;Van Laarhoven & Van Laarhoven-Myers, 2006).…”

Section: Intervention Variations and Descriptionsmentioning

confidence: 99%

“…Authors of the remaining four studies compared the effects of VM to one or more interventions that differed from VM (Cannella-Malone et al, 2011;Mechling et al, 2014b;Murzynski & Bourret, 2007;Taber-Doughty et al, 2011). Cannella-Malone et al (2011 demonstrated one major exception to the generally positive effects of VM.…”

Section: Efficacy Of Vm: Visual Analysis and Pndmentioning

confidence: 99%

“…Overall, the ASD focused literature search resulted in 13 studies (41 participants with ASD) published in nine journals (Alcantara, 1994;Alexander, Ayres, Smith, Shepley, Mataras, 2013; Allen, Wallace, Renes, Bowen, & Burke, 2010; Allen, Wallace, Greene, Bowen, & Burke, 2010;Cannella-Malone et al, 2011;Cihak & Schrader, 2008;Hagiwara & Myles, 1999;Mechling & Ayres, 2012;Mechling, Ayres, Bryant, & Foster, 2014a;Mechling, Ayres, Bryant, & Foster, 2014b; Murzynski & Bourret, 2007;Smith, M., Ayres, Mechling, & Smith, 2013; Smith, K. A., Shepley, Alexander, Davis, &Ayers, 2015; see Tables 1-3). 13…”

mentioning

confidence: 99%

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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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Section: Intervention Variations and Descriptionsmentioning

confidence: 99%

Section: Efficacy Of Vm: Visual Analysis and Pndmentioning

confidence: 99%

mentioning

confidence: 99%

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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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“…In the differentiation between video prompting and video modeling, Cannella-Malone et al (2011) established that students diagnosed with severe disabilities recorded greater success in the use of video prompts that in the use of video models. McKissick et al (2013) equally concluded that computer-aided instruction improves the rate in which the students achieve their literacy objectives.…”

Section: Fourth Research Questionmentioning

confidence: 99%

“…This systematic analysis involved two studies that applied technology in the provision of intervention to students with significant or severe disabilities (Cannella-Malone et al, 2011;McKissick et al, 2013). In the differentiation between video prompting and video modeling, Cannella-Malone et al (2011) established that students diagnosed with severe disabilities recorded greater success in the use of video prompts that in the use of video models.…”

Section: Fourth Research Questionmentioning

confidence: 99%

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

Almalki¹

2016

WJE

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A systematic of literature was carried out on peer-reviewed journals published from 2000 to 2015 to help in determining the best strategy of evidence-based practice that can be applied in teaching literacy skills among students with multiple disabilities. A total of 12 studies were reviewed, some of which included science and mathematics skills alongside literacy skills. The articles were evaluated according to the methodological processes used in carrying out the studies. Generally, all the strategies were found to be evidence based practices, which can be used to teach students with multiple disabilities. The systematic instruction and self-directed learning emerged as the most popular peer teaching and technology. Due to lack of enough studies that majored specifically on the students who suffered from more than one type of disability, other forms of severe disabilities like autism and intellectual disability, which are considered under the umbrella of multiple disabilities, were included in the systematic review. Additionally, in the process of defining certain target responses to demonstrate learning, with discrete responses being common, the type of feedback and systematic prompting that was commonly used was time delay, while stimulus fading was the least used component. One-to-one instruction and massed trials were the most commonly used formats for teaching. Though this is not a proof that systematic instruction is the best strategy, it is a suggestion that it is applicable in several situations and preferred by many researchers. Other strategies have also equally given positive responses and are thus effective in teaching literacy among students with multiple disabilities.

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An evaluation of video‐prompting procedures via telehealth to teach first aid skills to children with intellectual and developmental disabilities

Sureshkumar,

Zonneveld

2023

J of App Behav Analysis

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Unintentional injuries are one of the leading causes of morbidity and mortality among children with intellectual and developmental disabilities (IDD). First aid training involves teaching critical first aid skills, some of which are designed to treat unintentional injuries. To date, no study has (a) evaluated the effects of a video‐prompting procedure to teach first aid skills to children with IDD or (b) attempted to teach these skills to children by using a telehealth delivery format. We used a concurrent multiple‐baseline‐across‐skills design to evaluate the efficacy of a video‐prompting procedure via telehealth to teach five children with IDD to perform first aid on themselves for insect stings, minor cuts, and minor burns under simulated conditions. For all participants, our procedure produced large improvements that maintained for a minimum of 4 weeks. Furthermore, the effects of the training generalized to novel confederates for all participants, and these effects maintained for a minimum of 4 weeks.

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Teaching Daily Living Skills to Seven Individuals With Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling

Cited by 98 publications

References 15 publications

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

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

What is the Best Strategy “Evidence-Based Practice” to Teach Literacy Skills for Students with Multiple Disabilities? A Systematic Review

An evaluation of video‐prompting procedures via telehealth to teach first aid skills to children with intellectual and developmental disabilities

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