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Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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42nd Annual Convention; Downtown Chicago, IL; 2016

Event Details

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Symposium #267
CE Offered: BACB
Effectiveness of Video-Based Instruction to Support Parents, Teachers, and Learners With Disabilities in Applied Settings
Monday, May 30, 2016
2:00 PM–2:50 PM
Regency Ballroom C, Hyatt Regency, Gold West
CE Instructor: Jesse (Woody) W. Johnson, Ed.D.
Chair: Jesse (Woody) W. Johnson (Northern Illinois University)
Abstract: Video-Based Instruction (VBI) is emerging as an evidence-based practice for improving skill acquisition of individuals with and without disabilities across a broad range of environments and skill sets. It has many applications for improving behavioral outcomes not only for individuals with disabilities, but also for caregivers and teachers who deliver instruction for these learners. The purpose of this symposium is to present research on various strategies for implementing VBI across providers (teachers and parents), devices (iPad, Google Glass), instructional formats (video feedback, video prompting, and simultaneous video modeling), and skill sets (daily living skills, vocational skills, and effective teacher praise). The first study presents results of a study that involved presenting simultaneous video models on Google Glass to improve vocational skills of individuals with ASD and/or IDD; the second study presents results of a study that used video feedback to improve teachers use of praise in classroom settings; and the third study presents results of a study that involved teaching parents to implement video prompting strategies presented on iPads to increase daily living skills of learners with ASD. Presenters will offer practical strategies for using VBI effectively across devices, participants, and instructional formats.
Keyword(s): Autism, Google Glass, Video-Based Instruction, Vocational Skills
Effectiveness of Using Google Glass to Teach Vocational Skills to Students With Intellectual Disabilities and/or Autism Spectrum Disorder
TONI R. VAN LAARHOVEN (Northern Illinois University), Jesse (Woody) W. Johnson (Northern Illinois University), Caylee Irving (Northern Illinois University), Daina Hunt (Indian Prairie School District #204), Michael Ackerman (Indian Prairie School District #204)
Abstract: A multiple probe across participants design was used to evaluate the effectiveness of using Google Glass to teach vocational skills to three young men with autism and/or intellectual disabilities. Instructional trials involved a simultaneous video model presented on the Glass device to teach participants to pack a first aid kit. The video model had an embedded demonstration of how to use a visual checklist to prompt task completion and the generalized skill of using a visual checklist was also measured with another task (stocking a coffee station). Results indicated that all three participants demonstrated an immediate increase with independent correct responding for packing the first aid kit when simultaneous video models were presented on Google Glass. In addition two of the three participants demonstrated generalization of visual checklist usage following intervention. All students indicated that they liked using Google Glass and stated they would like to use it again in the future. The practical utility of using Google Glass as a prompting system will be discussed.
Effects of a Video-Feedback Intervention on Teachers’ Use of Praise
ERIKA PINTER (Northern Illinois University), Allison East (Northern Illinois University), Nicole Thrush (Northern Illinois University)
Abstract: The purpose of this study was to examine the effects of a video-feedback intervention on the frequency of teachers’ use of a) general group praise, b) general individual praise, c) specific group praise, d) specific individual praise, e) negative comments directed toward the entire class, and f) negative comments directed toward an individual student. The video-feedback intervention involved teachers watching video-recordings of their own teaching and self-evaluating their use of praise. A multiple-baseline across subjects single-case design was used across four secondary-level teachers to examine the effect of a video feedback intervention on teacher’s use of praise. Frequency data were collected for all types of praise and negative teacher comments. While further study is warranted, results indicate that video-feedback may be an effective method for increasing teacher’s use of praise in classroom settings.
Teaching Parents to Deliver Video Prompts via iPads to Teach Individuals With Autism Daily Living Skills
ELISA M. CRUZ-TORRES (Florida Atlantic University)
Abstract: Utilizing visual resources presented on various technological devices to support individuals with Autism Spectrum Disorder (ASD) has yielded?positive outcomes and promoted independence across a variety of skills. Parents and caregivers have not only attained these advanced?technological devices, but often actively seek to become more competent in using them. While there is?ample research to support the use of portable devices to promote daily living skills for individuals?with autism, relatively few studies have examined whether parents can be trained effectively to?deliver evidence-based practices, such as video prompts, using portable, mainstream devices. The?current study sought to evaluate parent fidelity in the implementation of behavior skills training procedures aimed at delivering video prompts to their child using an iPad. A multiple baseline across participants' design was used to determine if child participants with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their delivery of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy.


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