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16-11-2015 | Original Paper | Uitgave 4/2016

Journal of Autism and Developmental Disorders 4/2016

Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 4/2016
Auteurs:
Katherine A. Smith, Kevin A. Ayres, Jennifer Alexander, Jennifer R. Ledford, Collin Shepley, Sally B. Shepley

Abstract

Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports.

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