Using an iPod Touch to Teach Social and Self-Management Skills to an Elementary Student with Emotional/Behavioral Disorders

Blood, Erika; Johnson, Jesse W.; Ridenour, Lindsey; Simmons, Karen; Crouch, Starline

doi:10.1353/etc.2011.0019

Cited by 65 publications

(97 citation statements)

References 37 publications

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“…This study examined a common in-school technology used for academic purposes, student response systems. The results of this study, in conjunction with the previous although limited research on technology for self-monitoring (Amato-Zech et al, 2006;Blood, 2010;Blood et al;Epstein et al, 2001;Gulchak, 2008;Stahmer & Schreibman, 1992) showed that students can effectively use technology to self-monitor their behavior, particularly with regard to on-task behavior. However, research is needed to actively compare the effectiveness of self-monitoring with technology to traditional paper-andpencil techniques as well as to determine how technology might support the continued decrease of off-task behavior or the increase of on-task behavior following removal of the self-monitoring technology.…”

Section: Discussionsupporting

confidence: 68%

“…Research on self-monitoring for behavior (i.e., attention) and students with disabilities is primarily limited to paper-and-pencil techniques (Blood, Johnson, Ridenour, Simmons, & Crouch, 2011;Gulchak, 2008). For example, Mathes and Bender (1997) found the on-task behavior (i.e., looking at appropriate things such as lesson materials, the teacher, or the blackboard and making eye contact) improved for students with attention deficit hyperactivity disorder (ADHD) and emotional/behavior disorders following implementation of paper-and-pencil self-monitoring within the special education classroom.…”

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confidence: 99%

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Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior

Szwed

Bouck

2013

J Spec Educ Technol

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Self-monitoring is a well-documented practice to assist educators with addressing students' behavioral challenges. However, little research has examined technology to support students' self-monitoring. Within this study, three elementary students were taught self-monitoring skills using student response systems to increase on-task behaviors in an inclusive setting. When prompted by the teacher, students identified as having an emotional disability or students at risk for behavioral challenges used a student response system to record if they were on or off task. A single-subject withdrawal design indicated the frequency of each student's off-task behavior decreased during use of the student response system. During the withdrawal and maintenance phases, frequency of the behavior returned to baseline levels. The technology supported improved student behavior when used, but students were unable to maintain the improved on-task behavior when they were not selfmonitoring. Student and teacher perceptions of the student response system technology verified the off-task behavior data; students and teachers were positive about the use of the technology as a self-monitoring tool.

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Section: Discussionsupporting

confidence: 68%

mentioning

confidence: 99%

Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior

Szwed

Bouck

2013

J Spec Educ Technol

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“…Another major consideration relates to how students view videos. Traditionally, videos have been viewed on televisions or computers (Miltenberger & Charlop, 2015); however, researchers are beginning to investigate the effects of VM on smaller, more portable devices such as smartphones and tablets (Blood, Johnson, Ridenour, Simmons, & Crouch, 2011;Cihak, Fahrenkrog, Ayres, & Smith, 2010). Miltenberger and Charlop (2015) compared traditional and portable modes of viewing (i.e., TV versus iPad®) and found that smaller devices lead to slightly slower acquisition, but suggested that research in this area should be continued due to the potential benefits of using portable devices.…”

Section: Vm Implementationmentioning

confidence: 99%

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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iii Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent (2015) showed that poor adaptive behavior in individuals with ASD was the strongest predictor of unemployment, social isolation, depression, and lower overall quality of life in adulthood. THE EFFECTS OF TWO VIDEO MODELING INTERVENTIONS ON THE INDEPENDENT LIVING SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITYFinally, Taylor and Mailick (2013) found that, over a 10-year period, the educational and vocational activities of individuals with ASD between the ages of 18 and 52 remained at a staggering halt or demonstrated a steady downward trend. More importantly, the authors found a strong correlation between poor independent living skills and a decline in participation of educational and vocational activities (Taylor & Mailick, 2013).Evidence emphasizes the fact that adaptive and independent living skills strongly predict independent living outcomes for adults with disabilities such as ASD and ID. Findings speak to the importance of addressing adaptive behavior and independent living skills in children and adolescents with ASD and ID to better prepare them for the unavoidable transition to adulthood. Improving independent living skills not only benefits individuals with disabilities but also their families.When it comes to best practices for instructing students with ASD and ID, the importance of using systematic instruction cannot be overstated. Systematic instruction is a set of evidence- 4 A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al., 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes ...

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“…Such devices emit tactile cues and can be more practical to use compared to audio-cued and visually-cued versions of S-M. That is, TCSM devices blend in versus standing out when used in a variety of settings. Overall, the BSM literature suggests that individuals can use such a variety of devices to self-monitor their performance via video cues (Blood et al, 2011), picture prompts (Agran et al, 2003), recorded messages (King-Sears, 2006), and other technologies (Blood et al, 2011). Sixth, in our study, we took a cue from King-Sears (2008), who emphasized collaborative efforts between researchers and teachers.…”

Section: Implications and Recommendations For Future Research And Pramentioning

confidence: 99%

Impact Of Tactile-Cued Self-Monitoring On Independent Biology Work For Secondary Students With Attention Deficit Hyperactivity Disorder

Morrison¹,

McDougall²,

Black³

et al. 2014

TLC

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Using an iPod Touch to Teach Social and Self-Management Skills to an Elementary Student with Emotional/Behavioral Disorders

Cited by 65 publications

References 37 publications

Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior

Clicking Away: Repurposing Student Response Systems to Lessen Off-Task Behavior

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Impact Of Tactile-Cued Self-Monitoring On Independent Biology Work For Secondary Students With Attention Deficit Hyperactivity Disorder

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