The Effects of Community Training Using a Videodisc-Based Simulation

Abstract

The purpose of this study was to determine the suitability of using interactive videodisc for developing community based simulations for students with moderate disabilities. A multiple baseline design across students was used to assess the effects of the training package, that made use of an interactive videodisc-based simulation, on the students' skills to locate and purchase an item in simulated and natural convenience store settings. Three adolescents with moderate disabilities were taught how to access the equipment, discriminate items, and shop for snack items in a convenience store. During baseline and intervention phases, purchasing skills were assessed daily in simulated settings and weekly in natural settings. Measures included the number of extra actions to locate an item, percentage of assistance from the teacher, and number of purchasing steps completed correctly. All students learned how to access the equipment, to discriminate visuals of shopping items, and to interact in the simulated store setting. In addition for the simulated settings, students demonstrated a decrease in the number of extra actions needed to locate an item and an increase in the number of purchasing steps performed correctly.

Computer-Based Video Instruction to Teach Persons with Moderate Intellectual Disabilities to Read Grocery Aisle Signs and Locate Items

“…After the study, parents indicated that (a) their children tended to locate more items in the store and independently moved away from them to find items and (b) they would allow their children to be more involved in the shopping process. This study provided students with an effective strategy for shopping in which they could read overhead signs and systematically locate items, enhancing grocery shopping strategies beyond traveling down aisles to locate items (Haring et al, 1995;Haring et al, 1987;Wheeler et al, 1980) or standing at the end of the aisle and visually scanning down the aisle for items (McDonnell & Homer, 1985;Wissick et al, 1992), as previously studied. Although a visual searching method was effective in locating some aisles and items prior to training, analysis of the three stores indicated that the fewest number of items used in the study were located at the front of an aisle (front: 27.8%, middle: 41.7%, and far end: 30.6%).…”

“…Incorporation of computer-based instruction can further provide independent practice (Watkins, Sprafkin, & Krolikowski, 1990); high interest (Bull, Cochran, & Snell, 1988;Rieth, Bahr, Okolo, Polsgrove, & Eckert, 1988); motoric accessibility (Bull et al); and immediate error correction (Schmidt, Weinstein, Niemic, & Walberg, 1985. Examination of instructional procedures incorporating both videotapes and computers has been recommended for presenting instruction that will generalize from school to community environments (Morse et al, 1996;Wissick et al, 1992). An important advantage of combining these methods is creating an interactive environment rather than having students passively watch a video Goforth, 1992;Smith & Andrews, 1985).…”

Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities

“…The effectiveness of multimedia instruction for teaching functional skills has been demonstrated in a number of studies (Alcantara, 1994;Haring et al, 1987;Haring, Breen, Weiner, Kennedy, & Bednersh, 1995;McDonnell et al, 1984;Wissick et al, 1992). Much of the literature suggests that simulation training is most effective when paired with in vivo training (McDonnell & Horner, 1985;McDonnell, Horner, & Williams, 1984).…”

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).…”