Teaching Children with Intellectual Disabilities through Video Prompting: Smartphone vs. Tablet

Yıl 2018, , 33 - 49, 12.08.2018

Serife Yucesoy-ozkan Emrah Gulboy Feyat Kaya

https://doi.org/10.20489/intjecse.454433

Öz

The study aims to determine
whether video prompting differs when provided on smartphone compared with
tablet in terms of effectiveness and efficiency in teaching leisure skills to
children with intellectual disabilities, which types of errors exhibited by participants
and the opinions of the mothers on the social validity of the study. Four
children with intellectual disabilities, aged 66-81 months participated in the
study. An adapted alternating treatments design show that video prompting was
effective on both video prompting provided via smartphone and tablet on
teaching leisure skills, however video prompting presented through the
smartphone was more effective than video prompting presented through tablet.
There was no significant difference between the efficiency of VP provided on
the smartphone and tablet in terms of number of sessions and errors; however,
VP provided on the tablet was slightly more efficient in terms of total
training time. In addition, the most common errors in probe sessions were sequence
and duration errors, and the opinions of the participants’ mothers regarding
the social validity of the study were positive. Implications for future
research are discussed. 

Anahtar Kelimeler

Video Prompting, screen size, smartphone, tablet, Intellectual disabilities, seisure skills

Kaynakça

• Acungil, A. T. (2014). Effectiveness of tablet computer instruction pro-grams presented via audio-visual technologies on teaching the use of tablet to students with intellec-tual disabilities. Unpublished mas-ter’s thesis. Anadolu University In-stitute of Educational Sciences, Eskişehir. Obtained from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Aykut, Ç., Dağseven-Emecen, D., Dayı, E., & Karasu, N. (2014). Teaching chained tasks to students with in-tellectual disabilities by using VP in small group instruction. Educa-tional Science: Theory and Prac-tice, 14, 1082-1087.
• Bennett, K. D., Gutierrez, A., & Hons-berger, T. (2013). A comparison of VP with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7, 1273-1281.
• Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Vid-eo self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmen-tal and Physical Disabilities, 24, 269-285.
• Billingsley, F. F., White, O. R., & Mun-son, R. (1980). Procedural reliabil-ity: A rationale and an example. Behavioral Assessment, 2, 229-241.
• Cannella-Malone, H. I., Brooks, D. G., & Tullis, C. A. (2013). Using self-directed VP to teach students with intellectual disabilities. Journal of Behavioral Education, 22, 169-189.
• Cannella-Malone, H. I., Fleming, C., Chung, Y. C., Wheeler, G. M., Basbagill, A. R., & Singh, A. H. (2011). Teaching daily living skills to seven individuals with severe in-tellectual disabilities: A comparison of VP to VM. Journal of Positive Behavior Interventions, 13, 144-153.
• Cannella-Malone, H. I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of VP with and without error correc-tion on skill acquisition for stu-dents with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 332-344.
• Chan, J. M., Lambdin, L., van Laar-hoven, T., & Johnson, J. W. (2013). Teaching leisure skills to an adult with developmental disa-bilities using a VP intervention package. Education and Training in Autism and Developmental Dis-abilities, 48, 412-420.
• Cihak, D., Alberto, P. A., Taber-Doughty, T., & Gama, R.I. (2006). A com-parison of static picture prompting and VP simulation strategies using group instructional procedures. Focus on Autism and Other De-velopmental Disabilities, 21, 89-99.
• Collins, B. C., Hall, M., & Branson, T. A. (1997). Teaching leisure skills to adolescents with moderate disabil-ities. Exceptional Children, 63, 499-512.
• Dollar, C. A., Fredrick, L. D., Alberto, P. A., & Luke, J. K. (2012). Using simultaneous prompting to teach independent living and leisure skills to adults with severe intellec-tual disabilities. Research in De-velopmental Disabilities, 33, 189-195.
• Edrisinha, C., O’Reilly, M. F., Choi, H. Y., Sigafoos, J., & Lancioni, G. E. (2011). “Say Cheese”: Teaching photography skills to adults with developmental disabilities. Re-search in Developmental Disabili-ties, 32, 636-642.
• Erbaş, D. (2012). Güvenirlik [Reliability]. In E. Tekin-İftar (Ed.), Eğitim ve davranış bilimlerinde tek-denekli araştırmalar [Single subject de-signs in educational and behav-ioral sciences] (pp. 109-132). An-kara: Turkish Psychological Asso-ciation.
• Fetko, E. E., Collins, B. C., Hager, K. D., & Spriggs, A. D. (2013). Embed-ding science facts in leisure skill instruction conducted by peer tu-tors. Education and Training in Autism and Developmental Disabil-ities, 48, 400-411.
• Gardner, S., & Wolfe, P. (2013). Use of VM and VP interventions for teaching daily living skills to indi-viduals with autism spectrum dis-orders: A review. Research and Practice for Persons with Severe Disabilities, 38, 73-87.
• Graves, T. B., Collins, B. C., Schuster, J. W., & Kleinert, H. (2005). Using VP to teach cooking skills to sec-ondary students with moderate disabilities. Education and Train-ing in Developmental Disabilities, 40, 34-46.
• Jerome, J., Frantino, E. P., & Sturmey, P. (2007). The effects of errorless learning and backward chaining on the acquisition of Internet skills in adults with developmental disa-bilities. Journal of Applied Behav-ior Analysis, 40, 185-189.
• Kagohara, D. M., Sigafoos, J., Achmadi, D., van der Meer, L., O’Reilly, M. F., & Lancioni, G. E. (2011). Teaching students with develop-mental disabilities to operate an iPod Touch® to listen to music. Research in Developmental Disa-bilities, 32, 2987-2992.
• Kaya, F. (2015). A comparison of VP with and without voice-over narra-tion on teaching daily life skills to students with autism spectrum disorders. Unpublished master’s thesis. Anadolu University Institute of Educational Sciences, Eskişehir. Obtained from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Kazdin, A. E. (1982). Single-case re-search designs: Methods for clini-cal and applied settings. New York: Oxford University Press.
• Keogh, D. A., Faw, G. D., Whitman, T. L., & Reid, D. H. (1984). Enhanc-ing leisure skills in severely retard-ed adolescents through a self-instructional treatment package. Analysis and Intervention in De-velopmental Disabilities, 4, 333-351.
• McAvoy, L., Smith, J. G., & Rynders, J. E. (2006). Outdoor adventure programming for individuals with cognitive disabilities who present serious accommodation challeng-es. Therapeutic Recreation Jour-nal, 40, 182-199.
• Mechling, L. (2005). The effect of in-structor-created video programs to teach students with disabilities: A literature review. Journal of Spe-cial Education Technology, 20, 25-36.
• Mechling, L. C., & Ayres, K. M. (2012). A comparative study: Completion of fine motor office related tasks by high school students with autism using video models on large and small screen sizes. Journal of Au-tism and Developmental Disorders, 42, 2364-2373.
• Mechling, L. C., & Youhouse, I. R. (2012). Comparison of task per-formance by students with autism and moderate intellectual disabili-ties when presenting video models on large and small screen sizes. Journal of Special Education Technology, 27, 1-14.
• Mechling, L. C., Ayres, K. M., Foster, A. L., & Bryant, K. J. (2013). Compar-ing the effects of commercially available and custom-made VP for teaching cooking skills to high school students with autism. Re-medial and Special Education, 34, 371-383.
• Mechling, L. C., Gast, D. L., & Fields, E. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabili-ties. The Journal of Special Edu-cation, 42, 179-190.
• Miltenberger, C. A., & Charlop, M. H. (2015). The comparative effec-tiveness of portable VM vs. tradi-tional VM interventions with chil-dren with autism spectrum disor-ders. Journal of Developmental and Physical Disabilities, 27, 341-358.
• Öncül, N., & Yücesoy-Özkan, Ş. (2010). Teaching the daily living skills to adults with moderate and severe intellectual disabilities using video modelling. Anadolu University Journal of Social Sciences, 10, 143-156.
• Parker, R. I., & Vannest, K. J. (2009). An improved effect size for single case research: Nonoverlap of all pairs (NAP). Behavior Therapy, 40(4), 357-367.
• Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combin-ing nonoverlap and trend for sin-gle-case research: Tau-U. Behav-ior Therapy, 42, 284-299.
• Payne, D., Cannella-Malone, H. I., Tullis, C. A., & Sabielny, L. M. (2012). The effects of self-directed VP with two students with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities, 24, 617-634.
• Rakap, S. (2015). Effect sizes as result interpretation aids in single‐subject experimental research: description and application of four nonoverlap methods. British Journal of Special Education, 42(1), 11-33. doi: 10.1111/1467-8578.12091
• Rakap, S., Yücesoy-Özkan, Ş., & Kal-kan, S. (2018). Tek denekli de-neysel araştırmalarda etki büyük-lüğü hesaplama: Örtüşmeyen veri temelli yöntemlerin incelenmesi. (In review).
• Schwartz, I. S., & Baer, D. M. (1991). Social validity assessments: Is cur-rent practice state of the art? Journal of Applied Behavior Anal-ysis, 24, 189-204.
• Seward, J., Schuster, J.W., Ault, M. J., Collins, B. C., & Hall, M. (2014). Comparing simultaneous prompt-ing and constant time delay to teach leisure skills to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 381- 395.
• Shivers, J. (2000). Leisure opportunities for persons with disabilities. In A. Sivan & H. Ruskin (Eds.), Leisure education, community, develop-ment and populations with special needs (pp. 85-93). New York, NY: CABI Publishing.
• Sindelar, P.T., Rosenberg, M.S., & Wil-son, R.J. (1985). An adapted al-ternating treatments design for in-structional research. Education and Treatment of Children, 8, 67-76.
• Tekin-Iftar, E., Kircaali-Iftar, G., Birkan, B., Uysal, A., Yildirim, S., & Kurt, O. (2001). Using a constant delay to teach leisure skills to children with developmental disabilities. Revista Mexicana de Análisis de la Conducta. 27, 337-362.
• Wall, M. E., & Gast, D. L. (1997). Care-givers' use of constant time delay to teach leisure skills to adoles-cents or young adults with moder-ate or severe intellectual disabili-ties. Education and Training in Mental Retardation and Develop-mental Disabilities, 32, 340-356.
• Wall, M. E., Gast, D. L., & Royston, P. A. (1999). Leisure skills instruction for adolescents with severe or pro-found developmental disabilities. Journal of Developmental and Physical Disabilities, 11, 193-219.
• Westling, D. L., & Fox, L. (2004). Teach-ing students with severe disabili-ties (3rd Ed.). Upper Saddle River, NJ: Pearson Prentice-Hall, Inc.
• Yalon-Chamovitz, S., & Weiss, P. L. T. (2008). Virtual reality as a leisure activity for young adults with phys-ical and intellectual disabilities. Research in Developmental Disa-bilities, 29, 273-287.