Kevin M. Ayres

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.

Computer Assisted Instruction to Teach Item Selection in Grocery Stores: An Assessment of Acquisition and Generalization.

The purpose of this study was to evaluate the effectiveness of a computer-based program designed to increase percentage of correct match to sample discrimination tasks and generalization of the skills to a natural setting. Four students with moderate to severe intellectual disabilities participated. The dependent variables were: (a) the percentage of correct match to sample trials completed on the computer and (b) the percentage of items correctly selected in the natural setting of a local grocery store. Pre and post generalization testing included locating items presented and not presented during instruction. The independent variable was a multimedia computer program entitled Project SHOP that provided instruction through interactive practice activities incorporating a graduated response criterion. A multiple probe design across behaviors and replicated across four participants was used to evaluate experimental control. Results indicated that following intervention, the percentage of correct response in the community increased.

A Comparison of Video Modeling Perspectives for Students with Autism

This study evaluated the relative effectiveness of two types of video models for teaching four elementary-aged students with autism to put away groceries. The types of video differed in their perspective: first-person versus third-person perspective. The goal of the study was to identify which type of video model led to faster acquisition and better generalization with the fewest errors. The results do not clearly indicate superiority of one type of video model over another. The outcome is discussed in terms of how teachers and practitioners may adopt video as a supplement to their other classroom instruction and, more importantly, how researchers might progress with comparative evaluations using single-subject research designs.

Acquisition and Generalization of Purchasing Skills Using a Video Enhanced Computer-Based Instructional Program

This study evaluated stimulus generalization of purchasing skills learned in a computer simulation across settings. Three elementary school students with moderate intellectual disabilities used a computer-based instruction package to practice purchasing skills and the dollar plus strategy. The instructional package utilized video footage as an anchor for learning activities and a constant time delay procedure to facilitate skill acquisition. Student progress on the computer-based intervention did not generalize to the community setting; however, changes in purchasing behavior in the community setting were observed from baseline to post intervention probes.

Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders

Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across behaviors or stimulus sets, replicated across students, allowed for the evaluation of student performance on written and oral quizzes covering content area information. All students improved reading comprehension of content material with this intervention, and were able to read their textbooks independent of teacher assistance or tutelage. These findings are significant because students who previously struggled with learning class material from text-based presentation can successfully accomplish these tasks given cognitive mapping reading strategy and access to a computer to create the cognitive maps.

Effects of a photo activity schedule book on independent task changes by students with intellectual disabilities in community and school job sites

The purpose of this study was to evaluate the effectiveness of using a photo activity schedule book to increase independent transitioning between vocational tasks inside a school cafeteria and at a community job site. Three students with mild to moderate intellectual disabilities, enrolled in a self‐contained classroom in a public high school, participated. A withdrawal design was used to evaluate the effectiveness of the photo activity schedule book on the number of independent task changes performed per session by each participant. The results of the study indicated that independent task changes were higher when the photo activity schedule book was used than when if was not used. Independent task changes also remained at high levels when the photo activity schedule book was used with novel photos to complete non‐training tasks. This expands the current literature base by demonstrating the effectiveness and portability of photo activity schedules for community settings.

Using an iPad Application to Promote Early Literacy Development in Young Children With Disabilities

This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0- to 5-s constant time delay procedures in the context of a multiple-probe design across three sets of behaviors and replicated across three students. The dependent variable was the percentage of unprompted correct receptive identification responses for target phonemes during instruction and probes. All students mastered their target phonemes, generalized the skills across materials, and maintained the skills at or above 50% of accuracy 4 and 7 weeks after the intervention was completed. This study expands the knowledge on using touch screen iPad application for early literacy instruction of young children with disabilities.

A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes

The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students.

Comparing the Effects of Commercially Available and Custom-Made Video Prompting for Teaching Cooking Skills to High School Students With Autism

The study compared the effects of using commercially available and custom-made video prompts on the completion of cooking recipes by four high school age males with a diagnosis of autism. An adapted alternating treatments design with continuous baseline, comparison, final treatment, and best treatment condition was used to compare the two procedures. Gains were made by each participant when using both video procedures. However, results indicate that all students performed more steps independently correct when completing recipes with the custom-made video prompts during the comparison condition. During the best treatment condition, recipes initially prepared using the commercially available video prompts in the comparison condition were performed at criterion levels when completed with the custom-made videos prompts. Implications for use and development of commercial and customized video products with attention to the salient features of video prompts are presented.

The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions

We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination.