The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom

Abstract

This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible.

Examining Augmented Reality to Improve Navigation Skills in Postsecondary Students With Intellectual Disability

“…This indicates that AR was effective in reducing the problems, such as lack of mobility and spontaneity, costly custom equipment, extensive planning, and/or preparation by researcher(s), pointed out by previous studies using video modeling (Cihak et al, 2010;Kelley et al, 2013;Mechling & Seid, 2011). Using AR in this capacity can improve wayfinding skills of students with ID in an easy and convenient way.…”

“…Researchers suggest that mobile devices can help students with disabilities live as independently as possible by mastering skills such as finding direction and using public transportation (Cihak, Fahrenkrog, Ayres, & Smith, 2010;Kelley, Test, & Cooke, 2013;.…”

“…Cihak, Fahrenkrog, Ayres, and Smith (2010) investigated the use of video modeling via a video iPod to increase independent transitions within an elementary school in students with developmental disabilities. For the intervention, students watched a video of themselves successfully transitioning from one classroom to another on a video iPod.…”

Using a Digital Frame and Pictorial Information to Enhance the SafeCare® Parent-Infant Interactions Module With a Mother with Intellectual Disabilities: Results of a Pilot Study

“…Research to date has relied primarily on visual media, video (Shipley-Benamou, Lutzker, & Taubman, 2002), computer (Cheng & Chen, 2010), and virtual reality scenarios (Cromby, Standen, & Brown, 1996) all yielding positive results in acquisition of skills by persons with ID. Technology enables presentation of information in smaller and more manageable doses to reduce the risk of cognitive overload (Cihak, Fahrenkrog, Ayres, & Smith, 2010). Technology can also provide a situation in which to learn and practice skills without the possibility of diversions or distractions.…”

Correspondence Training Using Special Interests to Increase Compliance During Transitions: An Emerging Technology

“…When class-wide procedures fail to increase the independent performance of students with developmental disabilities, concurrent individualized behavioral interventions may be necessary to support the student. Empirically validated interventions include those incorporating high-probability requests (Ardoin et al 1999), visual activity schedules (Cihak 2011;Hume et al 2014), and video modeling (Cihak et al 2009). Additional strategies implemented for individual children include those focusing on antecedent prompt procedures and peer mediation (Sainato et al 1987), differential reinforcement of other behavior and extinction (Wilder et al 2006), and the use of a multicomponent BPower Card^ (Angell et al 2011).…”