Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Assessing Social Communication and Collaboratio...

volgende artikel Validity of Vocal Communication and Vocal Compl...

Tip

Swipe om te navigeren naar een ander artikel

08-10-2019 | Original Paper | Uitgave 1/2020

Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 1/2020

Auteurs:: Elisa Cruz-Torres, Mary Louise Duffy, Michael P. Brady, Kyle D. Bennett, Peggy Goldstein

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

This research has been presented at various statewide and national conferences. We are very grateful to all who participated in the study.

This research was conducted as part of the first author’s doctoral dissertation. First author is now at affiliation.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Aljehany, M. S., & Bennett, K. D. (2019a). Meta-analysis of video prompting to teach daily living skills to individuals with autism spectrum disorder. Journal of Special Education Technology, 34(1), 17–26. https://doi.org/10.1177/0162643418780495. CrossRef

Aljehany, M. S., & Bennett, K. D. (2019b). A comparison of video prompting to least-to-most prompting among children with autism and intellectual disability. Journal of Autism and Developmental Disorders. Published Online First. https://doi.org/10.1007/s10803-019-03929-x

Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorder: Considerations for the future of school psychology. Psychology in the Schools, 50, 259–271. https://doi.org/10.1002/pits.21673. CrossRef

Banda, D. R., Dogoe, M. S., & Matuszny, R. (2011). Review of video prompting studies with persons with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 46, 514–527.

Bennett, K. D., Gutierrez, A., & Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7, 1273–1281. https://doi.org/10.1016/j.rasd.2013.07.013.2015. CrossRef

Canella-Malone, H., Sigafoos, J., O’Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41, 344–356.

Cannella-Malone, H. I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 332–344.

Cruz-Torres, E. (2015). Promoting daily living skills for adolescents with autism spectrum disorder via parent delivery of prompting on the iPad. Retrieved from ProQuest. (10095870)

Gast, D. L., & Spriggs, A. D. (2014). Visual analysis of graphic data. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (2nd ed., pp. 176–210). New York: Routledge. CrossRef

Gunby, K. V., Carr, J. E., & Leblanc, L. A. (2010). Teaching abduction-prevention skills to children with autism. Journal of Applied Behavior Analysis, 43, 107–112. https://doi.org/10.1901/jaba.2010.43-107. CrossRefPubMedPubMedCentral

Gutierrez, A., Bennett, K. D., McDowell, L. S., Cramer, E. D., & Crocco, C. (2016). Comparison of video prompting with and without voice-over narration: A replication with young children with autism. Behavioral Interventions, 31, 377–389. CrossRef

Howlin, P., & Moss, P. (2012). Adults with autism spectrum disorders. The Canadian Journal of Psychiatry, 57(5), 275–283. https://doi.org/10.1177/070674371205700502. CrossRefPubMed

Jankuj, J. (2013). Picture Scheduler (Version 3.1). [Mobile application software]. Retrieved from http://itunes.apple.com

Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11, 423–446. https://doi.org/10.1207/s15566935eed1104_4. CrossRef

Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.

LaMarche, M. (2012, August 30). Video modeling and video prompting as a treatment intervention [Webinar]. In Special Learning’s Webinar Series. Retrieved from http://www.special-learning.com/webinar/august/video_modeling/splash

Ledford, J. R., Barton, E. E., Hardy, J. K., Elam, K., Seabolt, J., Shanks, M., et al. (2016). What equivocal data from single case comparison studies reveal about evidence-based practices in early childhood special education. Journal of Early Intervention, 38(2), 79–91. https://doi.org/10.1177/1053815116648000. CrossRef

Marlar, J., Martin, T., Naile, J., Parker, A., Robertson, M., & Webber, G. (2007). Teacher technology survey. Athens, GA: University of Georgia.

McNaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams, M. B., & Light, J. (2008). “A child needs to be given a chance to succeed”: Parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and Alternative Communication, 24, 43–55. https://doi.org/10.1080/07434610701421007. 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. https://doi.org/10.1007/s10803-009-0761-0. CrossRefPubMed

Mechling, L. C., & Gustafson, M. R. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23(3), 31–45. CrossRef

Mueller, M. M., Piazza, C. C., Moore, J. W., Kelley, M. E., Bethke, S. A., Pruett, A. E., et al. (2003). Training parents to implement pediatric feeding protocols. Journal of Applied Behavior Analysis, 36, 545–562. https://doi.org/10.1901/jaba.2003.36-545. CrossRefPubMedPubMedCentral

Najdowski, A. C., Wallace, M. D., Reagon, K., Penrod, B., Higbee, T. S., & Tarbox, J. (2010). Utilizing a home-based parent training approach in the treatment of food selectivity. Behavioral Interventions, 41, 90–107. https://doi.org/10.1002/bin.298. CrossRef

Newman, L., Wagner, M., Knokey, A. -M., Marder, C., Nagle, K., Shaver, D., et al. (2011). The post- high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study- 2 (NLTS2) (NCSER 2011– 3005). Menlo Park, CA: SRI International. Retrieved from https://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf

Oliver, P., & Brady, M. P. (2014). Effects of covert audio coaching on parents’ interactions with young children with autism. Behavior Analysis in Practice, 7, 112–116. https://doi.org/10.1007/s40617-014-0015-2. CrossRefPubMedPubMedCentral

Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therapy, 42, 284–299. CrossRef

Rakap, S. (2015). Effect sizes as a result interpretation aids in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 12–33. CrossRef

Riffel, L. A., Wehmeyer, M. L., Turnbull, A. P., Lattimore, J., Davies, D., Stock, S., et al. (2005). Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system. Journal of Special Education Technology, 20(2), 5–14. CrossRef

Seiverling, L., Williams, K., Sturmey, P., & Hart, S. (2012). Effects of behavioral skills training on parental treatment of children’s food selectivity. Journal of Applied Behavior Analysis, 45, 197–203. https://doi.org/10.1901/jaba.2012.45-197. CrossRefPubMedPubMedCentral

Stiebel, D. (1999). Promoting augmentative communication during daily routines a parent problem-solving intervention. Journal of Positive Behavior Interventions, 1, 159–169. https://doi.org/10.1177/109830079900100304. 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. https://doi.org/10.1007/s10864-009-9077-6. CrossRef

Van Laarhoven, T. V., Kraus, E., Karpman, K., Nizzi, R., & Valentino, J. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25, 195–208. https://doi.org/10.1177/1088357610380412. CrossRef

Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2013). Evidence- based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill, NC: University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.

Titel: Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting
Auteurs:: Elisa Cruz-Torres
Mary Louise Duffy
Michael P. Brady
Kyle D. Bennett
Peggy Goldstein
Publicatiedatum: 08-10-2019
DOI: https://doi.org/10.1007/s10803-019-04215-6
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 1/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Publisher's Note

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 1/2020

A Behavioural Assessment of Social Anxiety and Social Motivation in Fragile X, Cornelia de Lange and Rubinstein-Taybi Syndromes

Brief Report: Speech-in-Noise Recognition and the Relation to Vocal Pitch Perception in Adults with Autism Spectrum Disorder and Typical Development

Internet Use Habits, Parental Control and Psychiatric Comorbidity in Young Subjects with Asperger Syndrome

Sulfate Deficiency as a Risk Factor for Autism

A Preliminary Study of Writing Skills in Adolescents with Autism Across Persuasive, Expository, and Narrative Genres

Attention Modification to Attenuate Facial Emotion Recognition Deficits in Children with Autism: A Pilot Study