Skip to main content
Top
Gepubliceerd in: Journal of Autism and Developmental Disorders 4/2016

16-11-2015 | Original Paper

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

Auteurs: Katherine A. Smith, Kevin A. Ayres, Jennifer Alexander, Jennifer R. Ledford, Collin Shepley, Sally B. Shepley

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2016

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

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.
Literatuur
go back to reference Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196. Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196.
go back to reference Ayres, K., & Ledford, J. R. (2014). Dependent measures and measurement systems. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 124–153). New York, NY: Routledge. Ayres, K., & Ledford, J. R. (2014). Dependent measures and measurement systems. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 124–153). New York, NY: Routledge.
go back to reference Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2012). The question still remains: What happens when the curricular focus for students with severe disabilities shifts? A reply to Courtade, Spooner, Browder, and Jimenez (2012). Education and Training in Autism and Developmental Disabilities, 47, 14–22. Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2012). The question still remains: What happens when the curricular focus for students with severe disabilities shifts? A reply to Courtade, Spooner, Browder, and Jimenez (2012). Education and Training in Autism and Developmental Disabilities, 47, 14–22.
go back to reference Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.CrossRef Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.CrossRef
go back to reference Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285.CrossRef Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285.CrossRef
go back to reference Bouck, E. C. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post-school outcomes from the national longitudinal transition study-2. Journal of Intellectual Disability Research, 56, 1175–1186.CrossRefPubMed Bouck, E. C. (2012). Secondary students with moderate/severe intellectual disability: Considerations of curriculum and post-school outcomes from the national longitudinal transition study-2. Journal of Intellectual Disability Research, 56, 1175–1186.CrossRefPubMed
go back to reference Browder, D. M., & Shapiro, E. S. (1985). Applications of self-management to individuals with severe handicaps: A review. Journal of the Association for Persons with Severe Handicaps, 10, 200–208. Browder, D. M., & Shapiro, E. S. (1985). Applications of self-management to individuals with severe handicaps: A review. Journal of the Association for Persons with Severe Handicaps, 10, 200–208.
go back to reference Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education, 22, 169–189.CrossRef Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed video prompting to teach students with intellectual disabilities. Journal of Behavioral Education, 22, 169–189.CrossRef
go back to reference Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
go back to reference Courtade, G., Spooner, F., Browder, D., & Jimenez, B. (2012). Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, & Sievers (2011). Education and Training in Autism and Developmental Disabilities, 47, 3–13. Courtade, G., Spooner, F., Browder, D., & Jimenez, B. (2012). Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, & Sievers (2011). Education and Training in Autism and Developmental Disabilities, 47, 3–13.
go back to reference Gilliam, J. E. (1995). Gilliam autism rating scale. Austin, TX: Pro-Ed. Gilliam, J. E. (1995). Gilliam autism rating scale. Austin, TX: Pro-Ed.
go back to reference Harrison, P. L., & Oakland, T. (2003). Adaptive behavior assessment system (2nd ed.). San Antonio, TX: Harcourt. Harrison, P. L., & Oakland, T. (2003). Adaptive behavior assessment system (2nd ed.). San Antonio, TX: Harcourt.
go back to reference Individuals With Disabilities Education Act. (2004). 20 U.S.C. § 1400. Individuals With Disabilities Education Act. (2004). 20 U.S.C. § 1400.
go back to reference Koegel, L. K., Carter, C. M., & Koegel, R. L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23(2), 134–145.CrossRef Koegel, L. K., Carter, C. M., & Koegel, R. L. (2003). Teaching children with autism self-initiations as a pivotal response. Topics in Language Disorders, 23(2), 134–145.CrossRef
go back to reference Koegel, R. L., & Koegel, L. K. (2012). The PRT pocket guide: Pivotal response treatment for autism spectrum disorders. Baltimore, MD: Brookes Publishing Company. Koegel, R. L., & Koegel, L. K. (2012). The PRT pocket guide: Pivotal response treatment for autism spectrum disorders. Baltimore, MD: Brookes Publishing Company.
go back to reference Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association of Persons with Severe Handicaps, 24, 174–185.CrossRef Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association of Persons with Severe Handicaps, 24, 174–185.CrossRef
go back to reference Ledford, J. R., & Gast, D. L. (2014). Combination and other designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 346–376). New York, NY: Routledge. Ledford, J. R., & Gast, D. L. (2014). Combination and other designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 346–376). New York, NY: Routledge.
go back to reference Mason, R. A., Ganz, J. B., Parker, R. I., Boles, M. B., Davis, H. S., & Rispoli, M. J. (2012). Video-based modeling: Differential effects due to treatment protocol. Research in Autism Spectrum Disorders, 7, 120–131.CrossRef Mason, R. A., Ganz, J. B., Parker, R. I., Boles, M. B., Davis, H. S., & Rispoli, M. J. (2012). Video-based modeling: Differential effects due to treatment protocol. Research in Autism Spectrum Disorders, 7, 120–131.CrossRef
go back to reference Mechling, L. C. (2011). Review of twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 46, 479–498. Mechling, L. C. (2011). Review of twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 46, 479–498.
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.CrossRefPubMed 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.CrossRefPubMed
go back to reference Mechling, L. C., & Savidge, E. J. (2011). 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, 686–704.CrossRef Mechling, L. C., & Savidge, E. J. (2011). 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, 686–704.CrossRef
go back to reference Payne, D., Cannella-Malone, H. J., Tullis, C. A., & Sabielny, L. M. (2012). The effects of self-directed video prompting with two students with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities, 24, 617–634.CrossRef Payne, D., Cannella-Malone, H. J., Tullis, C. A., & Sabielny, L. M. (2012). The effects of self-directed video prompting with two students with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities, 24, 617–634.CrossRef
go back to reference Roid, G. H. (2003). Stanford–Binet intelligence scales (5th ed.). Rolling Meadows, IL: Riverside Publishing. Roid, G. H. (2003). Stanford–Binet intelligence scales (5th ed.). Rolling Meadows, IL: Riverside Publishing.
go back to reference Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The childhood autism rating scale (CARS). Los Angeles, CA: Western Psychological Services. Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The childhood autism rating scale (CARS). Los Angeles, CA: Western Psychological Services.
go back to reference Smith, K. A., Shepley, S. B., Alexander, J. L., & Ayres, K. A. (2015). The independent use of self-instructions for the acquisition of untrained multi-step tasks for individuals with an intellectual disability: A review of the literature. Research in Developmental Disabilities, 40, 19–30.CrossRefPubMed Smith, K. A., Shepley, S. B., Alexander, J. L., & Ayres, K. A. (2015). The independent use of self-instructions for the acquisition of untrained multi-step tasks for individuals with an intellectual disability: A review of the literature. Research in Developmental Disabilities, 40, 19–30.CrossRefPubMed
go back to reference Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales (2nd ed.). Circle Pines, MN: AGS Publishing. Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales (2nd ed.). Circle Pines, MN: AGS Publishing.
go back to reference Taber-Doughty, T., Miller, B., Shurr, J., & Wiles, B. (2013). Portable and accessible video modeling: Teaching a series of novel skills within school and community settings. Education and Training in Autism and Developmental Disabilities, 48, 147–163. Taber-Doughty, T., Miller, B., Shurr, J., & Wiles, B. (2013). Portable and accessible video modeling: Teaching a series of novel skills within school and community settings. Education and Training in Autism and Developmental Disabilities, 48, 147–163.
go back to reference Test, D. W., Cease-Cook, J., Fowler, C. H., & Bartholomew, A. (2011). Tool for college and career ready standards and secondary transition planning for students with disabilities: 101. Charlotte, NC: National Secondary Transition Technical Assistance Center. Test, D. W., Cease-Cook, J., Fowler, C. H., & Bartholomew, A. (2011). Tool for college and career ready standards and secondary transition planning for students with disabilities: 101. Charlotte, NC: National Secondary Transition Technical Assistance Center.
go back to reference Walker, G. (2008). Constant and progressive time delay procedures for teaching children with autism: A literature review. Journal of Autism and Developmental Disorders, 38, 261–275.CrossRefPubMed Walker, G. (2008). Constant and progressive time delay procedures for teaching children with autism: A literature review. Journal of Autism and Developmental Disorders, 38, 261–275.CrossRefPubMed
go back to reference Wechsler, D. (2003). Wechsler intelligence scale for children—Fourth Edition (WISC-IV) administration and scoring manual. San Antonio, TX: The Psychological Association. Wechsler, D. (2003). Wechsler intelligence scale for children—Fourth Edition (WISC-IV) administration and scoring manual. San Antonio, TX: The Psychological Association.
go back to reference Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczk, S., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 56, 1951–1966.CrossRef Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczk, S., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 56, 1951–1966.CrossRef
Metagegevens
Titel
Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability
Auteurs
Katherine A. Smith
Kevin A. Ayres
Jennifer Alexander
Jennifer R. Ledford
Collin Shepley
Sally B. Shepley
Publicatiedatum
16-11-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 4/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-015-2654-8

Andere artikelen Uitgave 4/2016

Journal of Autism and Developmental Disorders 4/2016 Naar de uitgave