Using Activity Schedules on the iPod touch to Teach Leisure Skills to Children with Autism

Carlile, Kelly A.; Reeve, Sharon A.; Reeve, Kenneth F.; DeBar, Ruth M.

doi:10.1353/etc.2013.0015

Cited by 71 publications

(58 citation statements)

References 15 publications

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“…The findings are similar to those obtained in a small number of studies into the instruction provided via activity schedules using such technological means as computers and the iPod Touch (Apple Inc.) (Carlile et al, 2013;Cihak, 2011;Dauphin et al, 2004;Kimball et al, 2003Kimball et al, , 2004. Only one study was encountered in the literature in which play skills were taught through activity schedules prepared on a computer.…”

Section: Discussionsupporting

confidence: 87%

“…The study differs from similar research into instruction provided through computer-based activity schedules, in which embedded videos have been used (Carlile et al, 2013;Cihak, 2011;Dauphin et al, 2004;Kimball et al, 2003Kimball et al, , 2004. In contrast, in our study, photographs were embedded into slides on Microsoft PowerPoint.…”

Section: Discussionmentioning

confidence: 94%

“…When scrutinizing previous studies, it can be seen that data on maintenance was collected in only three examples (in which the maintenance of the skills acquired was also demonstrated) (Carlile et al, 2013;Dauphin et al, 2004;Kimball et al, 2004). Koyama and Wang (2011) conducted a compilation study, analyzing 23 studies that have used activity schedules containing photographs prepared either traditionally or with technological tools.…”

Section: Discussionmentioning

confidence: 99%

“…In such examples, graduated guidance is generally included in the instructions provided via activity schedules. In more recent studies, methods such as least-to-most prompting (Pierce, Spriggs, Gast, & Luscre, 2013) and progressive time delay (Carlile, Reeve, Reeve, & DeBar, 2013) have also been used together with activity schedules.…”

mentioning

confidence: 99%

“…The results of the numerous studies in this area indicate that computer-assisted instruction is effective in the acquisition, maintenance, and generalization of various skills in individuals with ASD (Penington, 2010). Research has also been conducted into the use of activity schedules in the computer environment; to date, however, these studies are limited in number (Carlile et al, 2013;Cihak, 2011;Dauphin, Kinney, & Stromer, 2004;Kimball, Kinney, Taylor, & Stromer, 2003. In general, existing studies have used PowerPoint software (Microsoft) for the creation of computerassisted activity schedules (Dauphin, et al, 2004;Kimball et al, 2003Kimball et al, , 2004.…”

mentioning

confidence: 99%

See 4 more Smart Citations

Effectiveness of Instruction Performed through ComputerAssisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder

2015

EDUC SCI-THEOR PRACT

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This study aims to investigate the effectiveness of the instruction process provided through computer-assisted activity schedules in the instruction of on-schedule and role-play skills to children with autism spectrum disorder. Herein, a multiple probe design with probe conditions across participants among single subject designs was used. Four children aged between four and ten participated in the study. The findings of the study showed that the instruction process provided through computer-assisted activity schedules has an effect upon the acquisition, maintenance, and generalization of the on-schedule and role-play skills of the children participating in the study. With respect to the social validity findings of the study, families and teachers gave positive opinions about the instruction process. In this paper, the findings obtained from the study are discussed and suggestions are made regarding implications and future research.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Effectiveness of Instruction Performed through ComputerAssisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder

2015

EDUC SCI-THEOR PRACT

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Comparing Continuous and Discontinuous Data Collection during Discrete Trial Teaching of Tacting by Children with Autism

Giunta-Fede

Reeve

DeBar

et al. 2016

Behavioral Interventions

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The present study compared continuous and discontinuous data collection systems on acquisition, generalization, and maintenance of tacts, and on-task behavior, during discrete trial teaching with three children with autism. A constant prompt-delay procedure was used to teach tacts. Performance across data collection systems was compared using continuous measurement collected daily in the presence of teaching, discontinuous measurement of the first trial only, and discontinuous measurement collected weekly in the absence of teaching (i.e., probe data). An adapted alternating treatments design was used. For two of the three participants, tacts were acquired most rapidly in the continuous measurement condition, although the differences were small. For the third participant, no systematic differences were found in skill acquisition across the three data collection systems. For all three participants, minimal to no differences were found across data collection systems with regard to generalization and maintenance of tacting, and on-task behavior. Additionally, procedural integrity was high and comparable across all data collection procedures. Overall, these results suggest the use of continuous data collection for teaching tacts to children with autism, as it provides the most sensitive measure of change in performance.

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Comparing matrix sizes when teaching direction following to preschoolers with autism spectrum disorder

Solano

Reeve

et al. 2021

Behavioral Interventions

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Individuals with autism spectrum disorder (ASD) often have difficulties with multiple‐component direction following, which is likely due to the complexity of the auditory‐visual discrimination skills required to perform the instruction. In the present study, matrix training was used to establish multicomponent direction following in preschoolers with ASD. We also compared the acquisition of this skill across two different‐sized matrices (i.e., 3 × 3 and 5 × 5) to identify any possible advantages for using one size matrix over the other. Given the evidence of the efficacy of matrix training to promote recombinative generalization, we also attempted to extend this literature by assessing novel matrix generalization with a 5 × 5 matrix of verb–noun combinations when an extra verb was added (i.e., verb–noun–verb). A multiple‐probe across‐participants design was used to compare the acquisition of both trained and untrained target emergence. Results showed that the 5 × 5 matrix produced a more efficient acquisition rate for recombinative generalization targets across participants as compared to the 3 × 3 matrix. Recommendations for future research along with possible limitations are discussed.

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Using Activity Schedules on the iPod touch to Teach Leisure Skills to Children with Autism

Cited by 71 publications

References 15 publications

Effectiveness of Instruction Performed through ComputerAssisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder

Effectiveness of Instruction Performed through ComputerAssisted Activity Schedules on On-Schedule and Role-Play Skills of Children with Autism Spectrum Disorder

Comparing Continuous and Discontinuous Data Collection during Discrete Trial Teaching of Tacting by Children with Autism

Comparing matrix sizes when teaching direction following to preschoolers with autism spectrum disorder

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