scholarly journals Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome: A Pilot Study

2017 ◽  
Vol 36 (2) ◽  
pp. 16-34
Author(s):  
Kathleen Carter ◽  
Robert Pennington ◽  
Elizabeth Ledford
Keyword(s):  
Down Syndrome ◽  
Pilot Study ◽  
Video Modeling ◽  
Daily Living ◽  
Weight Lifting ◽  
Future Research ◽  
Probe Design ◽  
Multiple Probe ◽  
Lifting Techniques ◽  
Effectiveness Data

As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate intervention effectiveness. Data indicated variable effects across participants and lifting techniques. Limitations and suggestions for future research are discussed.

The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings

2016 ◽  
Vol 33 (2) ◽  
pp. 100-110 ◽  
Author(s):  
Laura A. Bassette ◽  
Teresa Taber-Doughty ◽  
Roberto I. Gama ◽  
Paul Alberto ◽  
Gulnoza Yakubova ◽  
...  
Keyword(s):  
Video Modeling ◽  
Community Intervention ◽  
Cell Phones ◽  
Future Research ◽  
Probe Design ◽  
Safety Skills ◽  
Community Based ◽  
Based Instruction ◽  
Multiple Probe ◽  
The Impact

The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students’ middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed.

A Pilot Study to Teach Siblings to Support Children With Complex Communication Needs

2017 ◽  
Vol 39 (2) ◽  
pp. 346-355 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist ◽  
Sophia D’Agostino
Keyword(s):  
Pilot Study ◽  
Future Research ◽  
Probe Design ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Sibling Pairs ◽  
Future Research Directions ◽  
Communication Needs ◽  
Communication Partner Training ◽  
Multiple Probe

Siblings play an important role in the lives of children with disabilities, especially those with complex communication needs (CCN). However, children with CCN require support to learn social and communication skills. Like other communication partners, typically developing (TD) siblings may struggle to understand how to best interact with a child with CCN and may benefit from training to learn communication strategies. This pilot study evaluated a newly created sibling communication partner training program to help TD siblings learn the strategy Plan, Talk, Wait, and Respond to support the communication of their siblings with CCN. A single-subject multiple probe design was used with three TD siblings and their siblings with CCN. Although results varied for sibling pairs, an increase in communication supports from TD siblings and communication gains for children with CCN were noted with all sibling pairs. Limitations, adjustments to the training, and future research directions are discussed.

scholarly journals Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome

2018 ◽  
Vol 50 (5S) ◽  
pp. 448
Author(s):  
Kathy Carter ◽  
Alexandra Roberts ◽  
Robert Pennington ◽  
Elizabeth Ledford
Keyword(s):  
Down Syndrome ◽  
Video Modeling ◽  
Weight Lifting ◽  
Lifting Techniques

scholarly journals Using Interactive Mobile Applications to Teach Reading Skills to Female Students with Hearing Impairments

2021 ◽  
Vol 45 (3) ◽  
pp. 158-191
Keyword(s):  
Mobile Applications ◽  
Reading Skills ◽  
Interactive Multimedia ◽  
Word Reading ◽  
Future Research ◽  
Probe Design ◽  
Hearing Impairments ◽  
New Words ◽  
Multiple Probe ◽  
Multiple Probe Design

The purpose of the study was to investigate the use of mobile applications to teach word reading to three students with hearing impairments aged 9-12. Instruction was conducted using four mobile applications (Chalkboard, Expeditions, Phonto, and Words Seller) that combined interactive multimedia features such as text, images, videos, and interactive content. A multiple probe design was used to evaluate the effectiveness of the applications in teaching reading skills. Results indicated that the use of these mobile applications was effective on the acquisition of the reading skills. Results also showed that all students performed at or above criterion on maintenance probe sessions. Additionally, students were able to generalize the acquired reading skills to read new words. Implications for practice and suggestions for future research are discussed. Keywords: Hearing impairments, interactive multimedia, mobile applications, reading skills, multiple probe design

scholarly journals Enhancing Self-Monitoring with Differential Negative Reinforcement of Alternative Behavior for Increasing Students’ Writing Production

2021 ◽  
pp. 92-102
Author(s):  
Meghann M. Torchia ◽  
John W. Maag
Keyword(s):  
Negative Reinforcement ◽  
The Other ◽  
Future Research ◽  
Probe Design ◽  
Self Monitoring ◽  
Alternative Behavior ◽  
Differential Effectiveness ◽  
Multiple Probe ◽  
Differential Negative Reinforcement ◽  
Minute Session

Many students find writing aversive and behave in ways to escape the task. Self-monitoring and differential negative reinforcement of alternative behavior (DNRA) are two approaches that have been shown to improve the quantity of writing performance but have never been combined to determine whether they are more effective in combination than in isolation. The purpose of the present study was to evaluate the differential effectiveness of self-monitoring versus self-monitoring plus DNRA for increasing the number of words and sentences written using a multiple probe design across three participants during two 10-minute sessions. For each baseline session, participants were given a story starter prompt to write as much as they could, received a short break, and then the second 10-minute session would begin. Self-monitoring indicated an increase in a number of words written and an unstable but slightly higher trend in a number of sentences written for one participant. The other two participants showed decreasing trends in both the number of words and sentences written during self-monitoring. Results of self-monitoring plus DNRA indicated an increase in a number of words and sentences written for one participant, while the other two participants showed little to no improvement. Areas for future research, limitations, and implications for practice are discussed.

Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks

2021 ◽  
pp. 216514342110419
Author(s):  
John D. Wenzel ◽  
Marisa H. Fisher ◽  
Matthew T. Brodhead
Keyword(s):  
Instructional Strategies ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Future Research ◽  
Probe Design ◽  
Behavioral Skills ◽  
Vocational Tasks ◽  
Student Interns ◽  
Multiple Probe ◽  
Job Coaches

Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed.

Using Video Modeling to Teach Social Skills for Employment to Youth With Intellectual Disability

2018 ◽  
Vol 43 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Jiyoon Park ◽  
Emily C. Bouck ◽  
Ana Duenas
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Social Skills ◽  
Effective Teaching ◽  
Video Modeling ◽  
Teaching Method ◽  
Probe Design ◽  
System Of Least Prompts ◽  
Response Generalization ◽  
Multiple Probe

Video modeling is an effective teaching method for supporting individuals with disabilities to learn various skills. Yet, limited research explores the use of video modeling to teach social skills for employment. The purpose of this study was to examine the effect of video modeling, alone and in conjunction with the system of least prompts, to teach three young adults with intellectual disability to perform three social skills: offering assistance, responding appropriately to feedback, and asking clarification for unclear instruction. A multiple probe design across behaviors was used to evaluate participants’ accuracy in verbally responding to the scenario. All participants demonstrated an improvement in acquisition of targeted skills from baseline to intervention, yet all struggled with the response generalization.

Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

2020 ◽  
Vol 58 (1) ◽  
pp. 34-48
Author(s):  
Minkowan Goo ◽  
Diane Myers ◽  
Adela L. Maurer ◽  
Robert Serwetz
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Elementary Students ◽  
Functional Relationship ◽  
Literacy Skills ◽  
Future Research ◽  
Probe Design ◽  
Early Literacy Skills ◽  
Visual Supports ◽  
Multiple Probe

Abstract The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.

scholarly journals Effectiveness of Video Modeling in Teaching Computer Skills to Students with Intellectual Disabilities

2021 ◽  
Vol 11 (1) ◽  
pp. 40
Author(s):  
Naime Güneş Özler ◽  
Gönül Akçamete
Keyword(s):  
Intellectual Disabilities ◽  
Video Modeling ◽  
Computer Skills ◽  
Graphical Analysis ◽  
Probe Design ◽  
Single Subject ◽  
Single Subject Research ◽  
Research Designs ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

The purpose of this study is to determine whether video modeling is effective in teaching computer skills to students with intellectual disabilities. The study was designed with the multiple probe design across subjects, one of the single-subject research designs. The study was conducted with three female students with intellectual disabilities, who were 17–19 years old. Graphical analysis was used to analyze the data. The results show that video modeling was effective for them to acquire and retain skills for preparing a résumé, printing it out, and emailing it. However, the students had difficulties generalizing some of the skills on different computers and printers. It can be said that the reason for this originates from different designs of technological tools. In line with this, it is thought that removing the accessibility barrier in technological equipment will increase availability. The video modeling motivated students to learn computer skills. The participants reported that they could use these skills to do homework, apply for a job, and communicate with friends.

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