Kyle D. Bennett

The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder.

Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention.

The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer "Wh-" Questions.

Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD.

Effects of video prompting without voice-over narration among students with autism spectrum disorder.

Video-based instruction (VBI) has been successfully used to teach skills to individuals with autism spectrum disorder and other developmental disabilities. Recent research efforts have focused on analyzing the components of the VBI intervention package, one of which is voice-over narration. The comparative studies on VBI with and without voice-over narration have produced conflicting results with some participants performing equally in both conditions. A potential reason for these results is a product of the adapted alternating treatments design used in those studies, specifically alternation effects. In the current study, we used a multiple probe design across participants to examine the effects of video prompting without voice-over narration in isolation. Results suggest that the intervention was not effective for 2 of the 3 participants. However, participants’ performance increased once voice-over narration was added in a separate phase. These results are discussed along with implications for practice and future research.

Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals With Autism Spectrum Disorder

We conducted a meta-analysis of the single-case research design data on the effects of video prompting (VP) on the acquisition of daily living skills (DLS) among individuals with autism spectrum disorder (ASD). An analysis of potential moderators was conducted, and these included VP implemented alone versus VP with additional response prompting or error correction procedures, the effects of VP across participants’ age range, and the effects of VP among participants with ASD versus those with ASD and intellectual disability. There were 54 participants across 17 studies meeting our inclusion criteria. The results from the included studies demonstrated a moderate effect size for VP on the acquisition of DLS among the targeted population. The analysis of potential moderators showed no significant differences. These results and implications for research and practice are discussed.

Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder

The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed.

Systematic Review of Video-Based Instruction Component and Parametric Analyses.

Video-based instruction (VBI) has a substantial amount of research supporting its use with individuals with autism spectrum disorder and other developmental disabilities. However, it has typically been implemented as a treatment package containing multiple interventions. Additionally, there are procedural variations of VBI. Thus, it is difficult to determine which components and characteristics/parameters of VBI are more or less responsible for behavior change. Researchers have conducted comparative studies using single-subject design research to understand the relative effectiveness of the components and parameters routinely used as part of VBI treatment packages. The purpose of this article was to systematically review the literature on VBI comparative studies whereby component and parametric analyses were conducted. Twenty-four studies met our inclusion criteria. The features and results of these studies are summarized, and implications for future research and practice are discussed.

The Utility of Single Subject Design Research

Single subject design SSD research is a quantitative approach used to investigate basic and applied research questions. It has been used for decades to examine issues of social importance such as those related to general and special education strategies, therapeutic approaches in mental health, community health practices, safety, and business practices, to name a few. The purpose of this paper is to introduce the reader to the structure and function of SSD research, concepts of internal and external validity related to this methodology, and data analytic tactics used to evaluate SSD research. Additionally, several designs are described along with examples from the applied literature to illustrate the approach.