Teaching students with autism to tie a shoelace knot using video prompting and backward chaining

Rayner, Christopher

doi:10.3109/17518423.2011.606508

Cited by 47 publications

(39 citation statements)

References 20 publications

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“…Examples of such skills include toileting (Bainbridge & Myles, 1994), washing hands, brushing teeth (Charlop-Christy, Le, & Freeman, 2000), tying shoelaces (Rayner, 2011), making a snack (Shrestha, Anderson, & Moore, 2010), setting the table (Shipley-Benamou, Lutzker, & Taubman, 2002), making a bed (Lasater & Brady, 1995), purchasing items in a store (Haring, Breen, Weiner, Kennedy, & Bednersh, 1995), putting a letter in the mailbox (Shipley-Benamou et al, 2002), and using an ATM machine (Mason, Davis, Boles, & Goodwyn, 2013).…”

Section: Introductionmentioning

confidence: 99%

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: Introductionmentioning

confidence: 99%

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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“…Video prompting has been used to teach a wide range of skills to individuals with disabilities such as incorporating media as leisure (Hammond et al 2010), transitioning between activities and locations , functional math skills (Kellems et al 2016), initiating social interaction (Bidwell and Rehfeldt 2004), performing vocationally related tasks (Kellems and Morningstar 2012) in addition to functional skills such as cooking Cihak et al 2008;Mechling and Collins 2012;Sigafoos et al 2005), cleaning (Kellems et al 2017), and dressing (Rayner 2011). Several studies have delivered the prompting videos via small mobile devices (Cumming and Draper Rodríguez 2017) including iPods (Kellems and Morningstar 2012), handheld computers (Cihak et al 2008), and tablets such as iPads (Burke et al 2010;Kellems et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Does the Noise Matter? Exploring Salient Audio Components in Video Prompting Interventions

Kellems

Sabey

Hansen

et al. 2017

Adv Neurodev Disord

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This study evaluates the impact background noise has on teaching functional skills to six adults with disabilities using video prompting. A single-subject multiple probe across behaviors with an embedded alternating treatment design was used to implement this study. Two versions of the video were created and alternated during intervention: one with significant auditory distractors, and one without. The independent variable was the iPad video prompting intervention, which involved the instruction of four functional skills. The dependent variable was the percentage of steps completed by the student correctly and independently. Tau-U effect sizes showed a large effect size for the overall VP intervention with a very small difference between conditions. All six participants showed immediate and significant growth after the video intervention. Results showed the presence of audio distractions did not affect the efficacy of the intervention.

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Section: Video Modeling For Teaching Imitationmentioning

confidence: 99%

“…Indeed, Rayner (2011aRayner ( , 2011b posited that imitation skills are likely needed for VM interventions to be effective. This is a valid issue; however, there is a paucity of empirical literature available evaluating whether this is the case, and more research is needed in this area (Kleeberger & Mirenda, 2010;Rayner, 2011aRayner, , 2011b. Nevertheless, recent studies have provided promising results teaching young children imitative behaviors using VM alone and VM with additional techniques (Cardon, 2012;Cardon & Wilcox, 2011;Kleeberger & Mirenda, 2010).…”

Section: Video Modeling For Teaching Imitationmentioning

confidence: 99%

Analysis of Live Modeling Plus Prompting and Video Modeling for Teaching Imitation to Children with Autism

McDowell

Gutierrez

Bennett

2015

Behavioral Interventions

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Previous researchers have demonstrated that training in imitation can significantly improve the learning capabilities of children diagnosed with autism spectrum disorder (ASD) and that children within this population show a preference for video presentations. Video-based instruction has been used to teach a variety of behaviors to individuals with ASD. However, only a small number of studies have examined the use of video modeling to teach initial imitation. Furthermore, there are limited and conflicting data on the effectiveness of a video modeling procedure that does not incorporate prompting when used to teach imitation to young children with ASD. Thus, the purpose of this study was to evaluate a video-modeling-alone procedure and a live-modeling-with-prompting procedure for teaching imitation to young children with ASD. The results suggest that the live modeling with prompting procedure was more effective, and implications related to this finding are discussed.

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Teaching students with autism to tie a shoelace knot using video prompting and backward chaining

Abstract: Practitioners should consider the pre-requisite skills of the participants and the nature of the target behaviour when selecting an intervention to teach daily living skills to individuals with autism.

Cited by 47 publications

References 20 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

Does the Noise Matter? Exploring Salient Audio Components in Video Prompting Interventions

Analysis of Live Modeling Plus Prompting and Video Modeling for Teaching Imitation to Children with Autism

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