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.


41st Annual Convention; San Antonio, TX; 2015

Event Details

Previous Page


Symposium #343
Teaching Vocational and Leisure Skills to Students With Autism and Other Developmental Disabilities Using iTechnology
Monday, May 25, 2015
11:00 AM–11:50 AM
214D (CC)
Area: DDA/EDC; Domain: Applied Research
Chair: Christopher A. Tullis (Georgia State University)

Video prompting has been shown to be an effective instructional method to teach an array of tasks to individuals with intellectual and developmental disabilities. In this symposium, three studies will be presented on the use of mobile technologies to teach vocational and leisure skills to students with intellectual and developmental disabilities. One study compared the effects of self-directed video prompting versus in-vivo instruction when teaching vocational skills, the second study examined the effects of self-directed video prompting when teaching daily living skills, and the third study examined the use of video prompting in the acquisition of leisure skills. In addition to data, presenters will discuss implications and directions for future research in this area.

Keyword(s): Leisure Skills, Mobile Technology, Video Prompting, Vocational Skills
Comparing Skill Acquisition Using in Vivo Instruction Versus Video Prompting With Young Adults With Intellectual Disabilities.
Helen I. Cannella-Malone (The Ohio State University), ELISEO D. JIMENEZ (The Ohio State University), Jeffrey Michael Chan (Northern Illinois University)
Abstract: This study compared the effects of self-directed video prompting on an iPod Touch to in vivo training on teaching two postsecondary students with moderate intellectual disabilities vocational skills. In the first experiment, students were taught to collate and stuff a large envelope and to fold papers and stuff a business envelope. Students were initially taught to use the inPromptu mobile application on the iPod Touch. Using a multiple probe in combination with an alternating treatments design, the two tasks were counterbalanced across students, and they were instructed to use self-directed video prompting to teach themselves one skill, and an instructor used least-to-most prompting to teach them the second task. Data were collected on sessions to criterion and maintenance of the skills over time. Results demonstrated that both were effective in teaching the skill, but students were able to generalize their use of the technology to learn a new skill with no additional instruction.
Using Self-Directed Video Prompting for Skill Acquisition With Post-Secondary Students With Intellectual and Developmental Disabilities
ELISEO D. JIMENEZ (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University)
Abstract: Among individuals with severe and profound disabilities, there is limited self- directed video prompting research containing generalization and maintenance measures. Using an iPod Touch as the prompting device, two individuals with intellectual and developmental disabilities were instructed to complete three tasks within a multiple probe design to assess the generalization of self-directed video prompting. Additionally, maintenance probes were conducted weekly starting one-week post mastery for two weeks. Results showed that both students acquired novel skills across all three tiers, indicating that individuals can acquire novel tasks with minimal prompting with self- directed video prompting.
Using Video Prompting to Teach Leisure Skills to Students With Severe and Profound Disabilities
Helen I. Cannella-Malone (The Ohio State University), OLIVIA MILLER (The Ohio State University), John Schaefer (The Ohio State University), Eliseo D. Jimenez (The Ohio State University), Edward Page (The Ohio State University), Linsey M. Sabielny (DePaul University)
Abstract: Participating in recreational activities is important to any individual’s quality of life, however, individuals with intellectual and developmental disabilities (IDD) still have enduring deficits in leisure skills because teaching leisure skills still remains a low priority in many schools. This study used video prompting to teach nine students with IDD leisure skills. Video prompting was effective with all but one student. Additionally, to explore the role of leisure skill acquisition in self-determination this study examined whether preference would shift once a leisure skill was learned. We found a dramatic shift in students’ preferences after they acquire new skills.



Back to Top
Modifed by Eddie Soh