Linda C. Mechling

The Effect of Instructor-Created Video Programs to Teach Students with Disabilities: A Literature Review.

This paper summarizes the results of a review of the empirical literature (1999–2003) focusing on the use of instructor-created video recording incorporating personalized video to teach individuals with disabilities. Twenty-four investigations were identified which provided information on several effective procedures. Six areas of research on instruction through video technology were defined and analyzed through the identified studies: (a) video feedback, (b) video modeling, (c) video self-modeling, (d) subjective point of view, (e) interactive video instruction, and (f) computer-based video instruction. Implications of the research and suggestions for future research are discussed.

Effects of Multimedia, Computer-Based Instruction on Grocery Shopping Fluency.

This study examined the effectiveness of a multimedia program (i.e., interactive computer program, video captions, and still photographs) to increase the fluency of three students with intellectual disabilities to grocery shop. A multiple probe design across participants was used to evaluate the effectiveness of the multimedia program. Instruction, using a constant time delay procedure, occurred through simulations on the computer using video captions and still photographs. Video captions were made in a subjective point of view in which students viewed the sequence of steps for completing the task at the students eye level as if he/she were performing the skill. The 12 items on the grocery list were arranged by categories (e.g., dairy, canned foods) and fluency of skills was assessed through shopping at a local grocery store. Results indicate that the multimedia program alone was effective in increasing the fluency in which students were able to read aisle signs and locate items without the use of an adaptive grocery shopping list.

Comparison of Static Picture and Video Prompting on the Performance of Cooking-Related Tasks by Students with Autism

This study compared the effectiveness of static photographs and video prompts on the independent task performance of six young men with a diagnosis of autism. An adapted alternating-treatment design with baseline, comparison, withdrawal, and final treatment conditions was used to measure the percentage of cooking-related tasks completed independently by each student across the two treatments. Both procedures were effective in increasing correct task performance for all participants from baseline levels where only verbal task directions were provided. However, participants independently completed a greater number of tasks when using video prompting. During the final treatment phase each student further increased his level of performance when using video prompting with sets of tasks receiving static picture prompts during the comparison phase.

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.