etadd_47(3) - Division on Autism and Developmental Disabilities

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TABLE 1 Student Vineland Adaptive Behavior Scales (Sparrow, Balla, & Cicchetti, 1984): Age Equivalents (presented in years-months) Name Communication Vineland Subdomains Daily Living Skills Social Adaptive Behavior Composite Matt Below 0–1 1–10 1–7 1–9 Ann 1–4 2–7 3–3 2–3 Mark 1–8 3–2 3–6 2–9 ated interactions with others in his environment, and would throw or push items away with which he did not wish to engage. Matt could follow one-step instructions, select between “more” and “finished” when presented with a two button switch, hold writing utensils, throw things in the garbage, feed himself and wipe his mouth when finished, and request to use the restroom. In addition to daily living skills, his Individualized Education Program (IEP) goals included navigating to and entering a predetermined location, selecting the correct item from an array when instructed by his teacher, assisting with setting up an activity, and participating in an activity for at least 10 min. Ann was a 15-year-old female with a moderate intellectual disability, Trisomy X syndrome, and mild cerebral palsy. She spoke in two- to three-word utterances and engaged in echolalia. She had poor balance as a result of the cerebral palsy, but could complete various gross motor skills. Her teacher reported that she could follow one-step directions, select between “more” and “finished” when presented with a two button switch, sort and verbally label colors, remain on task for more than 5 min, greet her peers and teachers, and feed herself. In addition to daily living skills, her IEP goals included shredding paper, following simple directions, sorting at least 24 items, presenting an identification card when asked, coloring within the lines of a drawing, and discriminating between two colors. Mark was a 15-year-old male with a moderate intellectual disability and autism. He spoke in two- to three-word utterances, which were often echolalic in nature. His teacher reported that Mark required several verbal prompts to remain on task and would engage in challenging behavior (e.g., dropping to the floor, grabbing, pinching, eloping) to gain attention or access a tangible item. Mark could turn the pages in a book when it was read to him, follow one-step instructions, build with blocks, match colors, feed himself, wash his hands, dress himself, and request to use the restroom. In addition to daily living skills, his IEP goals included creating patterns, following a pattern, and expanding the length of his verbal utterances to four to five words. Setting This study was conducted in an urban selfcontained school serving students with moderate to profound intellectual and physical disabilities between the ages of 5 and 22. All three students were served in the same classroom with five other students. Sessions for table washing were conducted in the school cafeteria, which contained large rectangular tables and chairs. Students cleaned the table closest to the entrance of the cafeteria. Sessions for sweeping were conducted in the students’ classroom, which contained a large table with chairs (sitting on linoleum) and a rectangular carpet. Materials Each student completed two tasks: sweeping with a manual sweeper (sweeping) and table washing. For the sweeping task, a Bissell manual sweeper was used, which “swept” debris into two dust compartments when moved forward and backward. Because this manual sweeper was used by the classroom staff only to clean visible debris—rather than for general cleaning purposes—small strips of paper (approximately 10 pieces) were placed on the carpet for the students to clean. For table washing, each student used one container of soapy water, one of clean water, one wash cloth, a roll of paper towels, and a garbage can. All materials for this task—except the garbage can—were placed on a rolling cart placed next to the table. The garbage can was placed next to the cart. A second generation Apple iPod Touch was 334 / Education and Training in Autism and Developmental Disabilities-September 2012
TABLE 2 Task Analyses Including Video Duration Sweeping used as the prompting device in this study. An auxiliary speaker (iMainGo 2 Handheld Speaker) was connected to the iPod Touch in order to increase the volume of the verbal instructions. Task Selection and Video Development The target tasks were identified by the students’ teachers and addressed specific daily living skill goals in their IEPs. Table washing and sweeping, were judged to be equivalent because the (a) number of steps needed to complete each task, (b) average duration of each clip, and (c) gross and fine motor movements in each task were either equivalent or very nearly so. The tasks did not include any common steps. Because the students needed one-step, simple instructions, a task analysis was created Time (secs) Washing the Pick up sweeper from corner of room 6 Pick up wash cloth off of cart 6 Bring sweeper to the section of floor to be swept 9 Place wash cloth in container of soapy water 7 Put the sweeper on the floor in front of the pile 9 Take wash cloth out of soapy water 5 Lean handle backward and rotate hands 6 Squeeze wash cloth over container 11 Move sweeper backward and forward until the floor is clean 16 Bring wash cloth to the table 4 Walk to garbage can with sweeper 13 Wash table by moving wash cloth back and forth across entire table top 26 Turn sweeper upside down, holding over garbage can 10 Bring wash cloth back to cart 5 Open bottom tray door 7 Place wash cloth in container of clean water 4 Shake garbage into can 6 Take wash cloth out of clean water 4 Close bottom tray door 3 Squeeze wash cloth over container 9 Rotate sweeper 7 Place wash cloth back on cart 7 Open bottom tray door 7 Go to roll of paper towels 4 Shake garbage into can 6 Rip off two paper towels 13 Close bottom tray door 3 Bring paper towels to table 4 Turn sweeper right side up 7 Dry table by moving paper towels back and forth across entire table top 15 Put sweeper back in corner 12 Throw away paper towels in garbage can 7 Time (secs) Note: Average clip length was: table washing, 8.2 s (range 4.4–26 s, sum 127 s); sweeping, 8.3 s (range 3.8–16.5 s, sum 131 s). with the aid of the teachers. For example, the task of wetting and wringing out a washcloth was broken down into picking up the washcloth, dipping it into the water, taking it out of the water, and wringing it out. Each of the final task analyses consisted of 16 steps (see Table 2). The individual steps were filmed using a digital video camera and edited by the first author using iMovie (Apple Corp., 2009). Each step was videotaped from the perspective of a spectator, meaning that the students saw another person (i.e., an adult female) completing each step. At the beginning of each video clip, a verbal prompt was included that stated what the student was to do. For example, the video for the first step of sweeping started with the direction, “First, pick up the sweeper from the corner of the room.” This instruction was immediately fol- Video Prompting and Error Correction / 335
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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
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TABLE 3 Word Lists List No. Trainin
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TABLE 6 Pairwise Comparisons on Pos
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Word Identification or Word Attack
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erate to severe disabilities. Excep
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ess in a variety of subjects includ
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 and 74: TABLE 1 Task Analyses for all Tasks
Page 75 and 76: Figure 1. Holly multiple baseline g
Page 77 and 78: Figure 3. Norman multiple baseline
Page 79 and 80: ing at photographs. Jake only requi
Page 81 and 82: tion, some aspects of the target be
Page 83: table video aids may lead to greate
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Page 89 and 90: Figure 2. Percent of steps with err
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Page 93 and 94: our students, it may have been diff
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
Page 105 and 106: serve both cognitive (e.g., self in
Page 107 and 108: and quasi-experimental designs for
Page 111 and 112: & Cobb, 2002). Generalization, the
Page 113 and 114: academic activities in the classroo
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
Page 125 and 126: TABLE 1 Student demographic informa
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Page 129 and 130: TABLE 2 Content Standards, Alternat
Page 131 and 132: Student Achievement Figures 3-6 pro
Page 133 and 134: 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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