Multimedia Computer-Based Instruction to Teach Students With Moderate Intellectual Disabilities to Use a Debit Card to Make Purchases

Abstract

This study investigated the effectiveness of a multimedia program (interactive computer program, video captions, and still photographs) to teach 3 students with moderate intellectual disabilities to make purchases using a debit card and an automated payment machine (APM). A multiple probe design across participants was used to evaluate the effectiveness of the multimedia program. All instructional sessions occurred through simulations using video captions and still photographs replicating operation of the APM. Generalization of skills was assessed through purchasing at community stores. Results indicate that the multimedia program alone was effective in teaching generalized operation of APMs with a debit card.Purchasing is recognized in the field of special education as an important skill when teaching students with intellectual disabilities to function independently within community settings (Colyer & Collins, 1996;Snell, 2000). The need to make purchases may extend across a range of settings such as grocery stores, department stores, convenience stores, restaurants, school cafeterias, and during activities such as purchasing a movie Requests for reprints should be sent to Linda C. Mechling, Department of Curricular Studies, UNCW, 601 S. College Rd,

Evaluation of a Portable DVD Player and System of Least Prompts to Self-Prompt Cooking Task Completion by Young Adults With Moderate Intellectual Disabilities

“…Video has also been presented through multimedia computerbased programs to teach functional, multistep tasks, such as the use of a debit card for purchasing (Mechling, Gast, & Barthold, 2003), self-help skills (Hagiwara & Myles, 1999), and grocery shopping . While studies using a VCR have relied on instructor control of the prompting device, computerbased programs allow branching to different screens or video segments in response to student selections on the computer screen.…”

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

“…This form of simulation offers multiple teaching examples that replicate the varied environments in which the skills will be used. In a number of recent studies, researchers have evaluated the use of CBVI in teaching functional community skills, including grocery shopping (Mechling, 2004;Mechling, Gast, & Langone, 2002); shopping in convenience stores (Wissick, Lloyd, & Kinzie, 1992); purchasing with the "next dollar strategy" (Ayres & Langone, 2002) or a debit card (Mechling, Gast, & Barthold, 2003); and verbally ordering at fast-food restaurants (Mechling, Pridgen, & Cronin, 2005). Given statistics indicating that one out of every four adult Americans eats in a fast-food restaurant every day, the ability to access such establishments that serve inexpensive food on the run is considered functional for consumers, including individuals with disabilities (Koorland & Cooke, 1990;Snell & Brown, 2000;Westling & Fox, 2000).…”

Zihinsel Yetersizliği Olan Bireylere Bankamatikten Para Çekme Becerisinin Öğretiminde Bilgisayar Destekli Video Öğretiminin Etkililiği

“…As a result, it has been found that CAVI is effective in enabling students to read signs indicating the location of the items in the grocery stores. Mechling, Gast and Barthold (2010) have taught students with moderate intellectual disabilities to use debit cards with CAVI. In the study, the effects of multimedia programs (interactive computer programs, videos, and photos) were examined and videos and photographs about ATM transactions were created.…”