The Effects of Self-Directed Video Prompting With Two Students With Intellectual and Developmental Disabilities

Payne, Daniel; Cannella-Malone, Helen I.; Tullis, Christopher A.; Sabielny, Linsey M.

doi:10.1007/s10882-012-9293-1

Cited by 41 publications

(30 citation statements)

References 19 publications

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“…Including detailed descriptions of training procedures utilized in an intervention allow for others to replicate the findings and increase the reliability of the findings (Horner et al, 2005). In addition, a few studies with technology mediated self-prompting include accuracy of navigation as a dependent variable (i.e., Payne et al, 2012Wu, 2011.…”

Section: Procedures Of Training Methodsmentioning

confidence: 99%

“…In a task like mopping the floor, one researcher may have "put the mop in the water", "squeeze the water out of the mop", and "take the mop to the area you are mopping" as one step, whereas another researcher may put each one of those actions into a separate step. Payne et al (2012) recommended that each step for technology mediated self-prompting should contain only one discrete behavior (e.g., put mop in water) as opposed to multiple behaviors (e.g., put mop in water, squeeze out water and take mop to proper area). Once the task analysis is completed, prompts are recorded, and saved into the appropriate technology device.…”

Section: Task Analysismentioning

confidence: 99%

“…In corrective prompting while using the technology, the participant is prompted by external means if they make a mistake in navigating the technology (Lancioni, Oliva, Pellegrino, & Soresi, 1999). Corrective prompting has been effectively used to train use of technology-mediated self-prompting devices (Lancioni et al, 1999;Lancioni et al, 2001;Payne et al, 2012;Van Laarhoven et al, 2007;Wu, 2011). Wu (2011) used corrective prompting to stop participants, and redirect them using a "least to most" prompting sequence, first verbal, then gestural, then physical prompts in order to correctly navigate the technology.…”

Section: Pre-intervention Trainingmentioning

confidence: 99%

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Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities

Cullen

Alber-Morgan

Simmons-Reed

et al. 2017

JVR

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Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion.In this study, self-directed video prompting on iPads was used with three male participants with intellectual and developmental disabilities. A multiple probe across tasks design was used to determine the effects of the intervention on the accuracy of vocational task acquisition in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. All three participants acquired device usage in two to five trials. The participants all acquired three vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks.iii Dedication Dedicated to my sisters and nieces, an amazing gift from God!

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Section: Procedures Of Training Methodsmentioning

confidence: 99%

Section: Task Analysismentioning

confidence: 99%

Section: Pre-intervention Trainingmentioning

confidence: 99%

See 1 more Smart Citation

Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities

Cullen

Alber-Morgan

Simmons-Reed

et al. 2017

JVR

View full text Add to dashboard Cite

show abstract

“…This was supported by Nacke & Lindley 17 who showed that 96% of the players favored their personal computer when playing games. Studies by Payne et al 18 and Johnson et al 19 indicated that the video presented on the Ipod Touch improves the skills of daily living for students with learning disabilities 20,21 . Meanwhile, a study by Palmen et al 20 indicated that using a personal digital assistant (PDA) increased the capabilities of daily routines among those with autism.…”

Section: Discussionmentioning

confidence: 99%

The Physiological Effects of IPAD Digital Games on Children with Autism

Saat

Zin²,

Kamaralzaman³

2017

AJPNMS

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Background: Previous studies found that the use of an iPadÂ® in intervention programmes benefited the skills of daily living of children with autism. The purpose of the study was to determine the physiological changes in children while playing action and strategy games on an iPad. Methodology: A cross-sectional study was conducted using Powerlab 24/6T, a blood pressure monitor, respiratory belt, and finger pulse transducer. The children were asked to play two types of game. The duration for each game was 10 minutes. The measurement of blood pressure - both systolic and diastolic, heart rate and breathing rate were taken at three consecutive times (before, during and after each game). The inclusion criteria are children aged 7 to 12 years old who have been diagnosed with a mild type of autism (Pervasive developmental disorder). The exclusion criteria were children who had co-morbidities such as epilepsy, migraine, heart, and lung problems, depression, physical disabilities and visual impairments. Â Results: Nineteen children with autism participated in this study. The result indicated that the mean systolic and diastolic blood pressures increased before and after playing strategy games and action games. However, compared to pre-play values, the mean heart rate and breathing rate decreased both during and after playing both types of game. Meanwhile, there was significant mean difference for breathing rate for both types of game (p<0.05). Conclusion: Playing strategy and action games did not affect the measured physiological parameters of children with autism.Â

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“…A further complication of teaching complex relationship skills in an increasingly technological society is the use of the Internet and online dating sites. Computer‐based technology is currently used to teach daily living skills (Payne, Cannella‐Malone, Tullis, & Sabielny, ), communication skills (Ramdoss et al., ), and social skills (Sansosti & Powell‐Smith, ). Relatively few studies address the appropriate use of technology and how appropriate access to technology may impact the social interactions of adolescents and adults with ASD.…”

Section: Health Educationmentioning

confidence: 99%

Sexuality Education for Adolescents and Adults With Autism Spectrum Disorders

Tullis

Zangrillo

2013

Psychology in the Schools

Self Cite

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As people with autism spectrum disorders (ASD) mature from adolescents into adults, social deficits may become more pronounced and apparent in new areas (e.g., social functioning and sexuality). Like neurotypicals, sexuality may be directly related to quality of life for people with ASD. Current practice for addressing sexuality in the ASD population includes some curricula that may be beneficial for teaching skills related to sexuality, but the scientific support for such curricula is absent. Typically sexuality education is only implemented when a behavior is demonstrated that is considered deviant or problematic. Although reactive education may be a common practice, a strategy that includes proactive sexuality education may be more beneficial for the long‐term quality of life for people with ASD. The current paper will highlight some of the areas for further investigation and program development for adolescents and adults with ASD.

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The Effects of Self-Directed Video Prompting With Two Students With Intellectual and Developmental Disabilities

Cited by 41 publications

References 19 publications

Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities

Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities

The Physiological Effects of IPAD Digital Games on Children with Autism

Sexuality Education for Adolescents and Adults With Autism Spectrum Disorders

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