The research was conducted to teach an adult with developmental disabilities to perform vocational chores in response to pictures cues, instead of oral prompts from an instructor. The participant was selected because continuous prompting was needed for him to complete daily tasks in a vocational placement. A multiple probe design across tasks showed that the participant learned to complete vocational tasks using picture prompts. Maintenance data collected 1, 3, and 6 months after training showed that the participant maintained task completion behavior.
"Early studies assessed pictorial cues as instructions for the activity steps (Copeland and Hughes 2000; Lancioni and O′Reilly 2001; Steed and Lutzker 1997). Those instructions were generally presented on cards arranged in booklets (Lancioni et al. 1995; Singh et al. 1995; Steed and Lutzker 1997). A variety of studies also used steprelated pictorial cues presented via computer systems (Furniss et al. 2001; Lancioni et al. 1999, 2000). "
[Show abstract][Hide abstract] ABSTRACT: This study assessed whether a computer-aided program presenting static pictorial instructions or video prompts according to prearranged time intervals would be suitable for teaching six persons with multiple (i.e., intellectual, sensory, and social) disabilities to perform simple daily activities. The program was applied with each participant according to a multiple probe across activities design. The results showed that all participants (i.e., the five using pictorial instructions and the one using video prompts) had a fairly rapid performance improvement with the introduction of the program. A post-intervention probe carried out to verify whether the participants had eventually become capable of performing the activities independent of the instructions showed clear declines in performance. Such declines underlined the enduring relevance of the instructions. These results (a) extend previous evidence on the use of visual instructions and computer-aided programs for supporting their presentation and (b) have clear practical implications for daily contexts.
Journal of Developmental and Physical Disabilities 02/2015; 27(1):79-91. DOI:10.1007/s10882-014-9402-4 · 1.56 Impact Factor
"The use of least prompts also extends and replicates the work of others (e. g. Billingsley and Romer 1983; Earles et al. 1998; Steed and Lutzker 1997, 1998; Taber et al. 1998) using various prompting procedures. It also provides a partial replication of the model, lead, and test procedures described in the Delli-Sante et al. (2001) with a children with learning disabilities. "
[Show abstract][Hide abstract] ABSTRACT: The purpose of this case study was to determine the effectiveness of using visual prompts with a model, lead, and test technique
paired with a fading procedure. This was implemented to teach a student how to appropriately answer “Where are you?” The participant
in this study was a 13-year-old boy, with low functioning autism who was also echolalic. This study took place in the participant’s
self-contained special education classroom and at nine various locations at his school. The participant was taught to answer
correctly when prompted to nine different places throughout his school. The participant was able to maintain this skill, when
visual prompts were systematically reduced during the fading and no longer provided during the two no prompts conditions.
Other personnel in the school were very satisfied with the outcomes.
Journal of Developmental and Physical Disabilities 02/2008; 20(1):31-39. DOI:10.1007/s10882-007-9077-1 · 1.56 Impact Factor
"Se un risultato è positivo significa che è stato trovato un livello soddisfacente di prestazioni autonome (corrette) per tutti i partecipanti allo studio. In molte ricerche questo livello corrispondeva a prestazioni svolte in modo indipendente dallo staff (sperimentatore) e corrette nell'80% o più delle risposte (fasi del compito o attività) relative agli aiuti (ad esempio, Briggs et al., 1990; Pierce e Schreibman, 1994; Steed e Lutzker, 1997; Wacker e Berg, 1983; 1984). In altre un livello soddisfacente corrispondeva approssimativamente a una percentuale doppia del grado di risposta/impegno sul compito rispetto alla linea di base o a una media di una risposta ogni due minuti, rispetto a una linea di base uguale a zero (ad esempio, Anderson et al., 1997; Krantz, McDuff e McClannahan, 1993; Lancioni e Oliva, 1988; Salend, Ellis e Reynolds, 1989). "
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