Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 11/2012

01-11-2012 | Original paper

A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes

Auteurs: Linda C. Mechling, Kevin M. Ayres

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2012

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students.
Literatuur
go back to reference Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rational and an example. Behavioral Assessment, 2, 229–241. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rational and an example. Behavioral Assessment, 2, 229–241.
go back to reference Carey, A. C., Friedman, M. G., & Bryen, D. N. (2005). Use of electronic technologies by people with intellectual disabilities. Mental Retardation, 43, 322–333. Carey, A. C., Friedman, M. G., & Bryen, D. N. (2005). Use of electronic technologies by people with intellectual disabilities. Mental Retardation, 43, 322–333.
go back to reference Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010a). 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. Journal of Postive Behavior Intervention, 12, 103–115. CrossRef Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010a). 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. Journal of Postive Behavior Intervention, 12, 103–115. CrossRef
go back to reference Cihak, D. F., Kessler, K. B., & Alberto, P. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102–110. Cihak, D. F., Kessler, K. B., & Alberto, P. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102–110.
go back to reference Cihak, D. F., Wright, R., & Ayres, K. M. (2010b). Use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Autism and Developmental Disabilities, 45, 136–149. Cihak, D. F., Wright, R., & Ayres, K. M. (2010b). Use of self-modeling static-picture prompts via a handheld computer to facilitate self-monitoring in the general education classroom. Education and Training in Autism and Developmental Disabilities, 45, 136–149.
go back to reference Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002). Enhancing independent time-management skills to individuals with mental retardation using a palmtop personal computer. Mental Retardation, 5, 358–365. CrossRef Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002). Enhancing independent time-management skills to individuals with mental retardation using a palmtop personal computer. Mental Retardation, 5, 358–365. CrossRef
go back to reference Gentry, T., Wallace, C., Kvarfordt, C., & Lynch, K. B. (2010). Personal digital assistants as cognitive aids for individuals with autism: Results of a community-based trial. Journal of Vocational Rehabilitation, 32, 101–107. Gentry, T., Wallace, C., Kvarfordt, C., & Lynch, K. B. (2010). Personal digital assistants as cognitive aids for individuals with autism: Results of a community-based trial. Journal of Vocational Rehabilitation, 32, 101–107.
go back to reference Gillette, Y., & DePompei, R. (2008). The potential of electronic organizers as a tool in the cognitive rehabilitation of young people. Neurorehabilitation, 19, 233–243. Gillette, Y., & DePompei, R. (2008). The potential of electronic organizers as a tool in the cognitive rehabilitation of young people. Neurorehabilitation, 19, 233–243.
go back to reference Hammond, D., Whatley, A., Ayres, K. M., & Gast, D. L. (2010). Effects of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 525–538. Hammond, D., Whatley, A., Ayres, K. M., & Gast, D. L. (2010). Effects of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 525–538.
go back to reference Kennedy, C. (2005). Single-case designs for educational research. Boston, MA: Pearson. Kennedy, C. (2005). Single-case designs for educational research. Boston, MA: Pearson.
go back to reference Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39, 1420–1434. PubMedCrossRef Mechling, L. C., Gast, D. L., & Seid, N. H. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39, 1420–1434. PubMedCrossRef
go back to reference Mechling, L. C., Gast, D. L., & Seid, N. H. (2010). Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 422–439. Mechling, L. C., Gast, D. L., & Seid, N. H. (2010). Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 422–439.
go back to reference Mechling, L. C., & Gustafson, M. (2008). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with autism spectrum disorder. Journal of Special Education Technology, 23(3), 31-45. Mechling, L. C., & Gustafson, M. (2008). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with autism spectrum disorder. Journal of Special Education Technology, 23(3), 31-45.
go back to reference Mechling, L. C., & Savidge, E. J. (2011). Personal digital assistant using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 687–704. Mechling, L. C., & Savidge, E. J. (2011). Personal digital assistant using a personal digital assistant to increase completion of novel tasks and independent transitioning by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41, 687–704.
go back to reference Mechling, L. C., & Youhouse, I. R. (2012). Comparison of task performance by students with autism and moderate intellectual disabilities when presenting video models on large and small screen sizes. Journal of Special Education Technology, 27, 1–14. Mechling, L. C., & Youhouse, I. R. (2012). Comparison of task performance by students with autism and moderate intellectual disabilities when presenting video models on large and small screen sizes. Journal of Special Education Technology, 27, 1–14.
go back to reference Schopler, E., Reichler, R., DeVillis, R. F., & Daly, K. (1988). The childhood autism rating scale. Los Angeles, CA: Western Psychological Services. Schopler, E., Reichler, R., DeVillis, R. F., & Daly, K. (1988). The childhood autism rating scale. Los Angeles, CA: Western Psychological Services.
go back to reference Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Services. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Services.
go back to reference Taber-Doughty, T., Patton, S. E., & Brennan, S. (2008). Simultaneous and delayed video modeling: An examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 1–18. Taber-Doughty, T., Patton, S. E., & Brennan, S. (2008). Simultaneous and delayed video modeling: An examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 1–18.
go back to reference Van Laarhoven, T., Johnson, J. W., Van Laarhoven-Myers, T., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18, 119–141. CrossRef Van Laarhoven, T., Johnson, J. W., Van Laarhoven-Myers, T., Grider, K. L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18, 119–141. CrossRef
go back to reference Van Laarhoven, T., Van Laarhoven-Myers, T., & Zurita, L. M. (2007). The effectiveness of using a Pocket PC as a video modeling and feedback device for individuals with developmental disabilities in vocational settings. Assistive Technology Outcomes and Benefits, 14(1), 28–45. Van Laarhoven, T., Van Laarhoven-Myers, T., & Zurita, L. M. (2007). The effectiveness of using a Pocket PC as a video modeling and feedback device for individuals with developmental disabilities in vocational settings. Assistive Technology Outcomes and Benefits, 14(1), 28–45.
go back to reference Wechsler, D. (1997). Wechsler adult intelligence scale-III. Dan Antonio, TX: Psychological Corporation. Wechsler, D. (1997). Wechsler adult intelligence scale-III. Dan Antonio, TX: Psychological Corporation.
go back to reference Wolery, M., Gast, D. L., & Hammond, D. (2010). Comparative intervention design. In D. L. Gast (Ed.), Single subject research methodology in behavioral sciences. New York, NY: Routledge. Wolery, M., Gast, D. L., & Hammond, D. (2010). Comparative intervention design. In D. L. Gast (Ed.), Single subject research methodology in behavioral sciences. New York, NY: Routledge.
Metagegevens
Titel
A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes
Auteurs
Linda C. Mechling
Kevin M. Ayres
Publicatiedatum
01-11-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 11/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-012-1484-1