Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

Abstract

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only intervention tool and measured generalization of skills to community restaurants. For 2 of the 3 students, the ability to order their meals dramatically increased immediately following CBVI; for the third student, the ability to perform this task increased during a second generalization condition. Performance was maintained for each student. The authors discuss their results as support for this approach, which would be one solution for providing instruction in a simulated environment when community-based instruction is limited.

Zi̇hi̇n Yetersi̇zli̇ği̇ Olan Öğrenci̇lere Toplumsal İşaretleri̇n Öğreti̇mi̇nde Bi̇lgi̇sayar Destekli̇ Öğreti̇mi̇n Etki̇li̇li̇ği̇

“…Therefore, it can be said that the generalization effect of CBI is positive. This finding is also consistent with the findings of previous research (Mechling and Cronin, 2006;Mechling et al, 2002).…”

“…Anahtar Kelimeler: Zihin Yetersizliği, Bilgisayar Destekli Öğretim, Davranışlar Arası Çoklu Yoklama Modeli, Akran Öğretimi, Toplumsal İşaretler orders in fast-food restaurants by using an augmentative, alternative communication device (Mechling and Cronin, 2006); to perform complex, multiple step job tasks in generalized settings (Mechling and OrtegaHurndon, 2007); to acquire and maintain basic academic skills (Everhart, Alber Morgan, and Park, 2011); and to have knowledge on which emergency service to call in a specific situation and what the number of this emergency service is (Yucesoy Ozkan, Oncul, ve Kaya, 2013). Much research has analyzed the aforementioned uses of CBI.…”

The Interrelationship of Language and the Brain and Language Disorders in Augmentative and Alternative Communication (Aac): Findings From a Systematic Review of the Literature

“…Prior to intervention, the participants appeared to be aware of their lack of communicative competence and relied on adult partners to verbally communicate their food requests and to answer cashier questions. The authors discuss their results as support for this approach, which would be one solution for providing instruction in a simulated environment when community-based instruction is limited (Mechling & Cronin, 2006). Indeed, technological resources can provide recreational opportunities and can help in mediating between the child and the real world.…”

The state of research and practice in augmentative and alternative communication for children with developmental/intellectual disabilities

“…A recently introduced AAC product, the Tango TM from Ablenet, has taken this one step further and included a built-in camera that allows photographs to be incorporated as a symbol immediately. Similarly, video clips from a child's own life may facilitate the sharing of personal stories and computer-based video instruction show promise as a means to augment more traditional forms of instruction [Mechling and Cronin, 2006].…”