Christopher Rayner

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

Purpose: To evaluate the effects of video prompting and backward chaining for teaching students with autism to tie a shoelace knot. Method: Videos featuring an adult and a peer or sibling model were used as part of the video prompting procedures to teach three boys with autism to tie a shoelace knot. A backward chaining procedure involving live modelling and verbal instruction was introduced following the video prompting phases. Results: Although the video prompting interventions increased the number of steps in the shoelace tying task completed by each of the participants, the backward chaining procedure was more effective, enabling one participant to reach mastery and a second participant to approach mastery. Conclusion: 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.

Video-modelling to improve task completion in a child with autism.

Objective: To evaluate the use of video modelling as an intervention for increasing task completion for individuals with autism who have high support needs. Methods: A 12-year-old-boy with autism received video modelling intervention on two routines (unpacking his bag and brushing his teeth). Results: Use of the video modelling intervention led to rapid increases in the percentage of steps performed in the unpacking his bag sequence and these gains generalized to packing his bag prior to departure from school. There was limited success in the use of the video modelling intervention for teaching the participant to brush his teeth. Conclusion: Video modelling can be successfully applied to enhance daily functioning in a classroom environment for students with autism and high support needs.

Sibling and adult video modelling to teach a student with autism: imitation skills and intervention suitability

Purpose: To investigate the effectiveness of adult-as-model and sibling-as-model video modelling procedures for an individual with autism who demonstrated limited imitation skills. Methods: This study assessed the imitation ability of Matthew, a 15 year-old boy with autism, and then used video modelling, with his sibling and an adult as models, in order to teach him to match coins, respond to questions in a group discussion time and prepare a snack of noodles. Results: Matthew seldom responded to imitative opportunities in the assessment. Also, minimal changes in his ability to perform the target behaviours resulted from either of the video modelling conditions. Conclusion: An individuals imitation skills are an important pre-requisite for successful video modelling intervention.

Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study

The shift towards the inclusion of students with disabilities in regular schools has meant that general classroom teachers need to be skilled in educating students with a diverse range of needs and abilities. Together with theoretical study and as a supplement to practical experience, teacher educators have begun to explore virtual and simulated classrooms to help prepare pre-service teachers for the complexity of the teaching profession. In this pilot study, we examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” Two-hour-long tutorial sessions focusing on catering for student diversity and the educational needs of students with autism spectrum disorder were conducted. The pre-service teachers’ responses to an 11-item questionnaire are discussed, highlighting the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses.

Video-based intervention for children with autism: Towards improved assessment of pre-requisite imitation skills

Abstract Objective: To explore the relationship between responses to imitation assessment and video-based intervention (VBI) in children with autism. Methods: Interview- and observation-based imitation assessments were conducted for five boys with autism prior to VBI across three studies. In two of the three studies, the boys’ imitative responses to videos with an animated model and a human model were also compared. Results: Participants who were assessed to have strong imitation skills were also those who responded more positively to VBI. No clear differences were reported in the boys’ responses to the equivalent videos with the animated model and the human model. Conclusions: The level of imitation skills required for successful VBI is relative to the target behaviour. Revision of existing imitation assessment measures, as well as development and validation of more comprehensive measures is warranted for use in conjunction with VBI.

The finding that three children with ASD were taught to use an iPad PECS app was conclusive, though one participant retained a preference for use of the traditional PECS book

This review provides a summary and appraisal commentary on the treatment review by Ganz, J., Hong, E., & Goodwyn, F. (2013). Effectiveness of the PECS Phase III app and the choice between the app and traditional PECS among preschoolers with ASD. Research in Autism Spectrum Disorders, 7(8), 973–983. Source of funding and disclosure of interest: The original authors reported that Pyramid Educational Consultants donated the PECS III tablet computer application used in the study, at a cost of

Attitudes of Australian primary school teachers towards the inclusion of students with autism spectrum disorders

9.99. All other funding was provided by a grant from the Office of the Vice President for Research’s Program to Enhance Scholarly and Creative Activity and by the Center on Disability and Development (Texas A&M University). No disclosure of interests was reported, but the original authors did state that no Pyramid Educational Consultants staff were involved in any aspect of the research decision, activities, data analysis, or writing of the manuscript.

Chaplains' perspectives on their work in Tasmanian government schools:

Diagnoses of autism spectrum disorder (ASD) have risen dramatically in the last 10 years, with recent estimates at one in every 100 children within Australia. This has resulted in considerable increases in the number of students with ASD entering mainstream education. Teachers’ attitudes towards inclusion have been recognised as a key indicator for students’ successful inclusion. The main factors posited for determining teachers’ attitudes towards the inclusion of students with disabilities, consists of the amount of specialist training received and the length of specific ASD teaching experience. Utilising the Autism Attitude Scale for Teachers for the first time in Australia, we examined 107 primary school teachers’ attitudes towards the inclusion of students with ASD within their classrooms. The resulting scores were then analysed to examine the correlations, if any existed, between the amount of specialised training and years of ASD‐specific teaching on teachers’ attitude scores. While teachers’ attitudes were found to be highly positive, contrary to previous studies, low correlation coefficients were reported between their attitudes and ASD‐specific teaching experience, and their attitudes and the number of ASD‐specific professional development courses they attended. Findings of this study are discussed in the context of the sample population and explore the notion of a sociological and philosophical shift, attributed to the positive promotion efforts of the inclusive education movement, as one possible reason for the divergence in the findings from past research in the field.

Progress in Video-Based Intervention for Individuals with Autism

School chaplaincy services aim to promote student and school community well-being. Given the community interest in chaplaincy services in government schools, it is important that research inform future developments to maximize the potential benefits of chaplaincy services to schools. In this study, 68 chaplains in the Australian state of Tasmania described and shared views on their work through the completion of an anonymous online survey. The findings present a picture of the nature, strengths and challenges of chaplaincy in Tasmanian government schools from the perspective of chaplains themselves. The results are summarized, several implications are identified, and directions for future research are explored.

Video-based intervention for individuals with autism: Key questions that remain unanswered

Without effective intervention, individuals with autism (and their families) can expect a compromised quality of life. The American Psychiatric Association (APA) (2000) described three primary behavioural characteristics which inform a diagnosis of Autistic Disorder: (1) qualitative impairment in social interaction; (2) qualitative impairment in communication; and (3) restricted repetitive and stereotyped patterns of behaviour, interests, and activities.