Teaching Generalization of Purchasing Skills Across Community Settings to Autistic Youth Using Videotape Modeling

Abstract

Three young autistic adults were trained to purchase items. Training was conducted in one setting with concurrent generalization probes taken in three community stores. Training in one setting failed to produce generalization to the three probe settings. Generalization training, which consisted of viewing videotapes of models who purchased items in the probe settings and answering questions about the models' responses, was then introduced. Training with the videotapes resulted in generalization to the three community stores. Results of the use of videotapes as a cost-effective means to program generalization in community training programs are discussed.

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

“…The effectiveness of multimedia instruction for teaching functional skills has been demonstrated in a number of studies (Alcantara, 1994;Haring et al, 1987;Haring, Breen, Weiner, Kennedy, & Bednersh, 1995;McDonnell et al, 1984;Wissick et al, 1992). Much of the literature suggests that simulation training is most effective when paired with in vivo training (McDonnell & Horner, 1985;McDonnell, Horner, & Williams, 1984).…”

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

“…Many studies demonstrate effective use of video modeling to teach different skills to individuals of varying ages with ASD: initiating social communication (Nikopoulas & Keenan, 2003, 2004; making requests (Wert & Neisworth, 2003); using verbal expressions, intonation, gestures, and facial expression during social interactions (Charlop, Dennis, Carpenter, & Greenberg, 2010); naming emotional facial expressions (Akmanoğlu, 2015); imitation skills (Cardon, 2012;Tereshko, McDonald, & Ahearn, 2010); play skills (D'Ateno, Mangipanello, & Taylor, 2003;MacDonald, Clark, Garrigan, & Vangala, 2005); toilet skills (Keen, Brannigan, & Cuskelley, 2007), dental and facial hygiene (Charlop-Christy, Le, & Freeman, 2000); posting letters, setting up the table, caring for pets, squeezing oranges (Shipley-Benamou, Lutzker, & Taubman, 2002); and shopping at the supermarket (Alcantara, 1994;Haring, Kennedy, Adams, & Pitts-Conway, 1987). In addition, several literature reviews have been published, systematically examining the results of numerous experimental studies, and demonstrate that video modeling can be used to teach communication skills, social skills, play skills, joint attention, cognitive skills, school preparation skills, academic skills, motor skills, adaptation skills, and professional skills to individuals with ASD (Acar & Diken, 2012;Bellini & Akullian, 2007;McCoy & Hermansen, 2007;ShuklaMehta, Miller, & Callahan, 2010;Wong et al, 2013Wong et al, , 2015.…”

Generalization of Supermarket Shopping Skills for Individuals with Mild Intellectual Disabilities Using Stimulus Equivalence Training

“…Previous research has shown multiple exemplar training to be an effective way to facilitate generalization of newly acquired skills outside the training setting for individuals with intellectual disabilities (Berg, Wacker, & Flynn, 1990). Although effective, multiple exemplar training can be time consuming when teaching independent community living skills given that travel is necessary between settings and that multiple training examples must be provided (Haring, Kennedy, Adams, & Pitts-Conway, 1987). The arduous nature of multiple exemplar training may result in it being impractical for educational and training purposes in some cases.…”