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

Abstract

Abstract. The use of video-based multimedia simulations for teaching functional skills to persons with developmental disabilities remains an unexplored application of technology for this group. This article examines the historical literature in this area, and discusses future considerations, design issues, and implications of using multimedia simulations. Implementation issues are presented, and suggestions regarding design, development, and application of multimedia simulations are offered. Considerations address the importance of appropriate role modeling and the combination of video-based simulation and in vivo training to foster generalization and maintenance in the context of transition to the real world.The results of research indicate that successful community-based living and employment for persons with developmental disabilities is linked to the functional skills and knowledge they possess relevant to their home, community, and employment situations (Cuvo 8c Klatt, 1992;Wolfe, 1994). When these skills are taught in the context of community-based instruction, learning is more efficient and long term (Langone, 1990). Community-based instruction is a powerful approach for teaching functional living and vocational skills and has been shown to enhance students' learning of skills needed to become independent in their adult lives (McDonnell, Hardman, Hightower, Keifer-O'Donnell, & Drew, 1993;Snell & Browder, 1986).One issue associated with the delivery of community-based instruction is that the logistics of getting students to training sites frequently enough for learning to occur can pose problems because of travel and scheduling con- For students with developmental disabilities, simulations must be age-appropriate and functional, providing a method for the students to achieve performance in natural settings (Horner, McDonnell, & Bellamy, 1986 (McDonnell & Horner, 1985).The results of research indicate that in order for students to perform skills and generalize those skills in a variety of settings, they had to be taught in several natural settings (McDonnell, Horner, & Williams, 1984). Given the problems of training in the community and the additional problems of providing multiple experiences in the natural setting, researchers explored the use of simulations as an alternative for providing a range of experiences. Neef, Lensbower, Hockersmith, DePalma, and Gray (1990) Brown, Collins, and Duguid (1989) and Lave (1988) believe that learning should be cognitively situated to take place in realistic settings under the guidance of &dquo;experts&dquo; who assist learners with the knowledge they need to solve problems and provide the cultural indoctrination necessary to be successful in certain community environments. A technology-based application of situated cognition has been termed &dquo;anchored instruction&dquo; (CTGV, 1990(CTGV, , 1993b

Multimedia Computer-Based Instruction to Teach Students With Moderate Intellectual Disabilities to Use a Debit Card to Make Purchases

“…Some researchers, however, have recommended a combined package of instruction using both simulated and community-based instruction (Bates et al, 2001). This investigation supports the findings of Alcantara (1994), Norman et al (2001), and Mechling et al (2002), who found video recordings to be a viable means to simulate community environments when instruction cannot occur solely through community-based instruction (Wissick et al, 1999). This step was difficult to simulate with the CBI program and required a range of motor responses in actual stores.…”

“…Further, research recommends that simulations closely replicate the relevant stimuli and response variations found in the actual community (Snell, 2000). The use of multimedia, incorporating video recordings, is a form of simulation obtaining increased attention in teaching skills to students with disabilities (Mechling & Gast, 2003;Mechling et al, 2002;Wissick, Gardner, & Langone, 1999;Wissick, Lloyd, & Kinzie, 1992). Video recordings allow realistic replications of the student's environment, and a multimedia approach creates an interactive environment in which the student actively responds to stimuli presented through the computer.…”

Effectiveness of using computer-based video instruction (CBVI) in teaching the location of grocery items to students with intellectual disabilities

“…Even though researchers have indicated that these methods are effective in teaching grocery purchasing skills to students with ID, they have also reported several potential barriers to using these interventions: (a) constraints of resources such as funds, time, and staff (Mechling & Gast, 2003;Wissick, Gardner, & Langone, 1999;Wissick et al, 1992); (b) insufficient similarity to real world situations (Ayres & Langone, 2002;Hutcherson et al, 2004;Mechling, 2004;Stokes & Baer, 1977); and (c) cumbersome technology (e.g., awkward and time-consuming manual control of DVD/VCR players) (Mechling, 2004) .…”

“…Even though a range of studies on community-based instruction have validated that this intervention is effective and efficient, some issues remain to be addressed in order for practitioners to use it practically (e.g., funds, staff, and time, as well as safety concerns) (Mechling & Gast, 2003;Wissick et al, 1999). Researchers have also suggested that more studies are needed to examine the effectiveness of combinations of community-based instruction and various classroom simulations (Bates et al, 2001).…”

“…For instance, even though community-based instruction might be one of the most advisable interventions for teaching life skills because it provides students with opportunities to train in the exact situations they will confront in communities (Wissick et al, 1992), researchers have indicated that the intervention is limited by the constraints of instructional resources such as funds, staff, and time. In addition, taking students out of the relatively protected environment of the school raises safety concerns (Mechling & Gast, 2003;Wissick et al, 1999).…”