David F. Cihak

The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom.

This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible.

Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification

This study determined if the use of computer-assisted instruction Would be an effective method to promote Word identification using the Nonverbal Reading Approach (NRA). Three students With severe speech impairments and concomitant physical disabilities or autism Were provided decoding and Word identification instruction using the NRA across three conditions simulating the natural progression of classroom instruction from teacher-directed to computer-assisted instruction. The three conditions Were (a) teacher only, (b) teacher plus computer-assisted instruction, and (c) computer-assisted instruction only. All participants reached criteria in each of the three conditions. Results indicate that the NRA can be effectively delivered through computer-assisted instruction, thus freeing up teacher time and providing students With the ability to practice decoding and Word identification independently.

A Comparison of Static Picture Prompting and Video Prompting Simulation Strategies Using Group Instructional Procedures

Two groups of three students with moderate mental retardation were instructed using group procedures to compare static picture and video prompting simulation strategies. An alternating treatments design was used to compare individual student task acquisition and maintenance performances of purchasing and banking skills. The results indicated that these two strategies were equally effective and efficient. Individual differences suggest that simulation strategy materials benefit student learning by displaying relevant stimuli for a stationary period time during presentation.

Does the Model Matter? Comparing Video Self-Modeling and Video Adult Modeling for Task Acquisition and Maintenance by Adolescents with Autism Spectrum Disorders:

The purpose of this study was to compare the effectiveness and efficiency of learning and maintaining vocational chain tasks using video self-modeling and video adult modeling instruction. Four adolescents with autism spectrum disorders were taught vocational and prevocational skills. Although both video modeling conditions were effective for acquiring and maintaining vocational skills, one participant performed more effectively during video self-modeling instruction. Two participants acquired skills more efficiently during video self-modeling instruction and the fourth participant showed no functional preference for self-modeling or adult modeling conditions. In addition, the classroom teacher indicated that video modeling methods were socially acceptable for school settings and would recommend them to other teachers.

Effects of a Peer-Mediated Program on Reading Skill Acquisition for Two-Way Bilingual First-Grade Classrooms

The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders (N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed.

Components of Visual Literacy: Teaching Logos.

Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words.

Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome

The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome.

The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays

The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills.

Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities

The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes were synched into handheld computers. Students were shown how to use a handheld computer and access teacher-developed video clips regarding how to successfully solve geometry problems. All three participants acquired and maintained the geometry skills taught. The results are discussed in the context of increased opportunities for students to watch, listen, and interact with content information.

Using video Social Stories™ to increase task engagement for middle school students with autism spectrum disorders.

Four middle school students with autism spectrum disorders participated in a brief functional analysis and a video Social Stories™ intervention to remediate attention-seeking and task-avoidance behaviors. Results indicated that matching video Social Stories™ to specific functions of behaviors increased task-engagement behaviors in the general education classroom for all students. In addition, special and general education teachers, as well as participating students, reported favorable social acceptability of the intervention.