|Evaluations of Video-Based Instruction Variables for Skill Acquisition in Children With Autism
|Sunday, May 28, 2017
|6:00 PM–6:50 PM
|Convention Center Mile High Ballroom 4A/B
|Area: AUT/EDC; Domain: Applied Research
|Chair: Tara Olivia Loughrey (The Victory Center for Autism and Related Disabilities)
|Discussant: Logan McDowell (The Victory Center for Autism and Related Disabilities)
|CE Instructor: Tara Olivia Loughrey, Ph.D.
Research on video-based instruction is gaining momentum in applied literature. This symposium presents research evaluating variations of video-based instruction which include a comparison of screen sizes and voice-over narration with video prompting to teach various skills to children with autism. These studies demonstrate the overall effectiveness of video-based instruction. Further, these studies highlight the behavioral effects of manipulating variables associated with video-based instruction such as screen size and voice-over narration.
|Instruction Level: Basic
|Keyword(s): Video modeling, Video prompting, Video-based instruction, Voice-over narration
A Comparison of the Effects of Screen Sizes During Video Prompting With Children With Autism
|SHANNON BARTON (The Victory Center for Autism and Related Disabilities), Tara Olivia Loughrey (The Victory Center for Autism and Related Disabilities), Adam Thornton Brewer (Florida Institute of Technology), Logan McDowell (The Victory Center for Autism and Related Disabilities)
Video prompting has been shown to be an effective prompt for various skills with individuals with autism and other disabilities (Bereznak, Ayres, Mechling, Alexander, 2012). Using a multiple baseline across participants with an imbedded alternating treatments design, we evaluated the effects of video prompting across three different screen sizes (iPad, laptop, Smartboard). Skill acquisition (percentage of independence) was evaluated through the completion of three vocational tasks. Preliminary results show that video prompting was an effective technique for two of three participants across all three screen sizes. Maintenance probes will be presented to assess durability of behavior change.
Effects of Video Prompting Without Narration on a Daily Living Skill Among Students With Autism
|TARA OLIVIA LOUGHREY (The Victory Center for Autism and Related Disabilities), Kyle Bennett (Florida International University ), Cristina Crocco (Florida International University ), Logan McDowell (The Victory Center for Autism and Related Disabilities)
Video-based instruction (VBI) has been successfully used to teach skills to individuals with autism spectrum disorder and other developmental disabilities. Recent research efforts have focused on analyzing the components of the VBI intervention package, one of which is voice-over narration. The comparative studies on VBI with and without voice-over narration have produced conflicting results with some participants performing equally in both conditions. A potential reason for these results is a product of the adapted alternating treatments design used in those studies, specifically alternation effects. In the current study, we used a multiple probe design across participants to examine the effects of video prompting without voice-over narration in isolation. Results suggest that the intervention was not effective for two of the three participants. However, participants performance increased once voice-over narration was added in a separate phase. These results are discussed along with implications for practice and future research.