etadd_47(3) - Division on Autism and Developmental Disabilities

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session. These Pre-Video Modeling trials were conducted identical to those conducted during the baseline condition and described previously. However, Post-Video Modeling Practice trials were conducted differently. Video Modeling Instruction began if a student did not complete the target task with 100% accuracy during Pre-Video Modeling Probes. After the probe trial, if students were to receive video instruction, the computer was placed in front of them. Once their attention was secured, they were then instructed to “Watch this,” by the instructor, as the video was started. Each of the 3 videos depicted navigation of the iPhone, in first person perspective, to take a photograph of a person, look at photographs, or watch a video. Post-Video Modeling trials Practice took place immediately following Video-Modeling instructional trials and consisted of a single opportunity practice trial. Experimental Design A multiple probe across behaviors, replicated across participants was used to evaluate a functional relation between the dependent variable and the video-based intervention (Gast & Ledford, 2010). Experimental control was demonstrated through the replication of effects of the video modeling procedure as the introduction of the independent variable was staggered based on a predetermined criterion across three tasks for each of the three participants in the study. Results Reliability IOA and procedural fidelity data were collected during 22% of baseline sessions and 29% of Video Modeling sessions. During all sessions in which IOA were collected, the mean percent agreement was 100%. The mean procedural fidelity was 98.92% (range: 88.9–100%) for all investigator behaviors across all experimental conditions. Instances in which procedural fidelity data were below 100% included the instructor’s lack of adherence to the pre-determined latency established between the issuance of the task direction or naturally occurring discriminative stimulus within the task itself and the instructor’s error correction statement. Effectiveness of a Video Model Figures 1, 2, and 3 present data on the percentage of steps completed accurately and independently for Holly, Jake, and Norman, respectively, across all three skills. Norman and Jake demonstrated 0% independent responding during baseline probes for all target behaviors whereas Holly demonstrated some skill with the iPhone based on prior experience. All students ultimately mastered the skills and demonstrated an ability to generalize to the more complex discriminations required when more icons were added to the iPhone screen. Table 2 shows the types of errors students made across trials. Intervention Probes were single opportunity, thus, as soon as an error was emitted, the trial was finished. An analysis of the types of errors made, latency, duration, and topographic, was conducted. Types of error emitted by participants were variable across conditions and participants. Latency and topographical errors were the most frequently made type of mistakes across all participants and conditions. Holly. Holly’s baseline performance on taking a photograph accelerated across the condition. The decision was made to begin intervention after the sixth session because it did not appear likely that she was going to complete step 3 (hitting the camera button) or 5 (clicking the camera button) without instruction. Her performance on the other skills also accelerated but leveled out at 60% until intervention was provided for those skills. Upon introduction of video modeling for taking a photograph of a person, Holly continued to make the error of holding down a button for too long for the first and third step of the TA. As a result of doing this on the first step, the iPhone’s voice command would initiate. When doing this with the third step, the screen of the iPhone would go into edit mode and all of the buttons would become inactive. As a result, a verbal prompt (e.g., “Don’t hold so long.”) was added after Holly made the error during step 1 of the fourth Post-Video Modeling trial. Following this additional verbal model, a mass trial then occurred for step 1 and the proper way to touch the button. 324 / Education and Training in Autism and Developmental Disabilities-September 2012
Figure 1. Holly multiple baseline graph. Dotted line throughout graphs indicates a change in condition, from baseline to video modeling intervention. The circle around the data point on session X indicates the inclusion of the aforementioned verbal prompt (e.g., “Don’t hold so long.”), added after Holly made the error during step 1. iPhone Usage and Students with MOID / 325
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Education and Training in Autism an
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ities. Scholars have argued that do
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discussions were held with 12 addit
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TABLE 1 A Sample of Community Funds
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et al., 2007). At the school, stude
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students opportunities to work and
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Browder, D. M., & Cooper-Duffy, K.
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of words, and in the short term wer
Page 23 and 24: TABLE 3 Word Lists List No. Trainin
Page 25 and 26: TABLE 6 Pairwise Comparisons on Pos
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Page 29 and 30: erate to severe disabilities. Excep
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Page 33 and 34: TABLE 1 Target Vocabulary Words by
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
Page 39 and 40: Figure 4. Jake’s percentages corr
Page 41 and 42: man-Martin et al. (2005) by demonst
Page 43 and 44: Education and Training in Autism an
Page 45 and 46: used in the study that did not foll
Page 47 and 48: lected. Stories were read in a quie
Page 49 and 50: y determining the number of interva
Page 51 and 52: with the removal of the interventio
Page 53 and 54: Accordingly, recent research has in
Page 55 and 56: Method Participants Four male child
Page 57 and 58: TABLE 2 Play Scale - Developmental
Page 59 and 60: elated utterances, which were used
Page 61 and 62: Figure 1. Ian’s Progress in Play
Page 63 and 64: Figure 3. Ryan’s Progress in Play
Page 65 and 66: Figure 5. Social Validity: Average
Page 67 and 68: (2000). A comparison of video model
Page 71 and 72: Method Participants Four high schoo
Page 73: TABLE 1 Task Analyses for all Tasks
Page 77 and 78: Figure 3. Norman multiple baseline
Page 79 and 80: ing at photographs. Jake only requi
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Page 83 and 84: table video aids may lead to greate
Page 85 and 86: TABLE 2 Task Analyses Including Vid
Page 87 and 88: table.” During the session, the t
Page 89 and 90: Figure 2. Percent of steps with err
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Page 97 and 98: TABLE 2 Participants Demographic Da
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Page 101 and 102: TABLE 4 Total Number of Items Answe
Page 103 and 104: Figure 2. Total number of procedura
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Page 111 and 112: & Cobb, 2002). Generalization, the
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Page 115 and 116: Procedure Baseline. In this multipl
Page 117 and 118: condition for each student. With th
Page 119 and 120: was repeated across all participant
Page 121 and 122: Boning, R. A. (1997). SRA Specific
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TABLE 1 Student demographic informa
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ping, dining out, voting) and diffe
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TABLE 2 Content Standards, Alternat
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Student Achievement Figures 3-6 pro
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Figure 4. Student data across math
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Figure 6. Student data across math
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A second limitation of the current
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y students with intellectual disabi
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TABLE 1 Studies of Mathematics Inte
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subject design to provide an interv
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Neef and colleagues (2003) demonstr
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abilities. Education and Training i
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