Download or read book Young Adults with Disabilities Acquire Vocational Skills with Video Modeling written by Carly Schroeder-MacKay and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with disabilities often require substantial support to acquire the skills needed to secure work experience and paid employment. Special education transition programs have an obligation to utilize evidence-based practices to facilitate the acquisition of such skills. In the present project, three studies were conducted to examine the effects of video modeling on the acquisition, maintenance, and generalization of job-related tasks taught in a classroom setting to young adults with developmental disabilities. In Study 1, a multiple baseline across behaviors experimental design with four participants was used to assess the effects of video prompts on the percentage of correctly completed steps in doing laundry, checking in to work, and stripping a bed. Study 2 essentially replicated Study 1, except that a multiple baseline across subjects experimental design with four other participants was used in Study 2. As in Study 1, all students acquired the skills using the video prompting intervention. Follow-up data demonstrated that the skills maintained over three months and generalization probes indicated that the participants performed the tasks accurately in a new setting with different materials. Study 3 arranged a multiple baseline across subjects experimental design across subjects with an alternating treatments component to evaluate and to compare in three additional participants the effects of video prompting and full video modeling on the acquisition of a job-related task, rolling silverware. In full video modeling, participants viewed a model completing all steps in a task, whereas in video prompting participants viewed a separate video for each step in the task. All participants mastered the task, with good generalization and maintenance. There was some indication that video prompting was more effective than full video modeling. The results of these studies strongly suggest that video modeling is an effective intervention for promoting the acquisition, maintenance, and generalization of job-related tasks. Furthermore, the results of study three suggest that video prompting may be more useful than full video modeling, although further research is needed to confirm this difference. Participants were generally satisfied with the intervention and it was relatively easy to use, which are important points in its favor.
Download or read book The Effects of First person Point of view Video Modeling on the Acquisition of Job related Social Skills for Young Adults with Developmental Disabilities written by Kayla J. Jenssen and published by . This book was released on 2017 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite a growing emphasis on autism-related services, many young adults with Autism Spectrum Disorder (ASD) continue to struggle with social skills deficits. Thus, these individuals are severely underemployed and unprepared to function in vocational settings. One instructional method that has been used to teach social skills is video modeling, though research has focused primarily on applications with young children. First-person point-of-view (FPPOV) video models are videos that show a skill or task being performed from the same perspective as the learner would see it occur when completing it. Past research on FPPOV video modeling is limited, and most of the available research has demonstrated changes in behavior only when FPPOV video models are implemented with additional instruction or intervention. The current study extended the video modeling literature and examined the effectiveness of FPPOV video modeling as a stand-alone instructional tool for job-related social skills, and the generalization of these skills to employment settings for individuals ages 18 to 26 with developmental disabilities. Results suggest that FPPOV video models alone were not effective for teaching job-related social skills until embedded in the Behavioral Skills Training (BST) package or after the addition of enhanced video features.
Download or read book Using Multiple Exemplar Video Modeling to Teach Work related Social Skills to Young Adults with Intellectual and Developmental Disabilities written by Meaghan M. M. Olger and published by . This book was released on 2020 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young adults with intellectual and developmental disabilities (IDD) have lower rates of employment compared to individuals without disabilities. These lower rates of employment are often attributed to poor work-related social skills, as the ability to interact socially in the workplace is essential in obtaining and keeping a job. This study used a multiple probe across behaviors design to evaluate the effectiveness of multiple exemplar training (MET) video modeling with video fading to teach social skills in the workplace to three individuals with an intellectual disability or autism spectrum disorder. All three participants demonstrated acquisition of work-related social skills through MET video modeling and successfully generalized those skills to their workplace environment; providing evidence that MET video modeling can be used to teach young adults with IDD work-related social skills. Future research should continue to evaluate the most effective methods for teaching work-related social skills, especially as they pertain to generalization and maintenance.
Download or read book Using Self directed Video Prompting to Teach Vocational Skills to Transition Age Students with Autism Spectrum Disorder and Intellectual Disabilities written by Irene Trinette Jones and published by . This book was released on 2015 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Employment is an influential factor in the quality of life for individuals with intellectual and developmental disabilities (Lewis, 2011), but securing and maintaining gainful employment is difficult. According to the U. S. Department of Labor (2013), the rate of employment for individuals with a disability was 30% while the rate of employment for those without a disability was 76%. According to the American Community Survey (2011), the percentage of working-age people with an intellectual disability working full-time/full year was only 11% (Erickson, Lee, & von Schrader, 2012). Kaye and colleagues (2011) found that employers are reluctant to hire and retain workers with disabilities due in part to the cost of accommodations, need for supervision, the lack of skills, and the ability to perform a quality job. The importance of improving the vocational skills of students with disabilities has been highlighted in the provision of Individuals with Disabilities Education Act (IDEA) which stipulates the use of scientifically-based practices to address skill deficits during transition planning. A step toward achieving these transition goals has come from the use of visually-based technology. Existing research suggests individuals with disabilities can benefit from vocational training delivered via affordable assistive technology (Furrnis et al., 2001). Commercially available handheld touch screen technology has the potential to reduce employers’ cost of providing accommodations by equipping workers with tools designed to teach them vocational skills, thereby enabling them to produce and maintain high quality performance with minimal need for direct supervision. This research examined the use of self-directed video prompting (SDVP) strategies to increase the acquisition of vocational skills for transition-age individuals with autism and mild intellectual disabilities through the use of a multiple probe across tasks design replicated across four participants. The results indicate all four participants acquired and maintained novel vocational skills, independently operated a handheld device from beginning-to-end, and transferred prompt dependence from the trainer to a handheld device. Results further showed that all participants assessed 10-weeks after the cessation of the intervention phase successfully generalize newly acquired skills to untrained settings and materials at 100% accuracy.
Download or read book Building Social Relationships written by Scott Bellini and published by AAPC Publishing. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building Social Relationships addresses the need for social skills programming for children and adolescents with autism spectrum disorders and other social difficulties by providing a comprehensive model that incorporates the following five steps: assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. The model describes how to organize and make sense of the myriad social skills strategies and resources available to parents and professionals. It is not meant to replace other resources or strategies, but to synthesize them into one comprehensive program.
Download or read book Video Modeling and Acquisition of Social Skills with Transition aged Students with Developmental Disabilities written by Mellissa Ann Fligger and published by . This book was released on 2018 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the use of video modeling (VM) using non-disabled peers to provide instruction on beginning and advanced level socials skills as a possible tool to assist developmentally disabled adolescent students in applying social skills successfully to a vocational setting.
Download or read book Comparing the Efficacy of Video Modeling to in Vivo Modeling for Teaching Vocational Skills to Adolescents Diagnosed with Autism Spectrum Disorder written by Amanda L. Day and published by . This book was released on 2015 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the effects of video modeling to the effects of in vivo modeling for teaching new vocational skills to teenagers with Autism Spectrum Disorder (ASD). Error corrective procedures, a video clip presentation of the step correctly modeled or an in vivo model of the step, were used in each condition. Four teenagers diagnosed with Autism Spectrum Disorder were taught two types of vocational skills and within each skill were taught two variations of the skill, for a total of four different vocational tasks. Each participant learned one variation of a vocational skill through video modeling and the other variation through in vivo modeling. The study demonstrated that learning occurred in both conditions, video modeling and in vivo modeling, and both conditions resulted in mastery of all four skills for three out of four participants, and the mastery of three out of four skills for one participant.
Download or read book Asperger Syndrome written by Stephan Ehlers and published by National Autistic Society. This book was released on 2006 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is Asperger syndrome? How do children with Asperger syndrome change as they get older? How can people with Asperger syndrome be helped? Written by two experts in the field, this book offers an introduction to Asperger syndrome, and attempts to answer these questions. It is aimed at parents of children diagnosed with Asperger syndrome.
Download or read book The Effects of Self directed Video Prompts Delivered Via a Telehealth Model on the Acquisition of Daily Living and Job related Skills for Young Adults with IDD written by Kayla J. Jenssen and published by . This book was released on 2021 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Deficits in daily living and job-related skills are barriers to independence in living and employment for adults diagnosed with intellectual and developmental disabilities (IDD). Though self-management strategies, including self-directed video prompts, are a promising avenue for achieving goals in these domains, more research is needed. Only a limited number of studies that used self-directed video prompts for daily living and vocational skills have assessed for generalization or evaluated participant independence with prompting devices. Additionally, few studies have directly worked with adults with IDD through telehealth platforms. Thus, the purpose of this study was to examine the effects of using self-directed video prompts delivered via a telehealth (video conferencing) model on the percentage of steps correctly completed on daily living and job-related skills for five young adults, ages 20 to 25 years old. Participants were initially trained to use Webex during an in-person meeting. All other procedures, including an Assessment of Functional Living Skills® (AFLS) pre- and post-assessment, trainings on how to access and use video prompts, and research sessions were conducted via video conferencing. Four of five participants achieved 100% of steps across three consecutive sessions for at least three target skills with video prompts alone. Behavioral Skills Training (BST) was needed for two target skills for a single participant. Evidence of generalization and maintenance was observed across all participants.
Download or read book Effects of Self directed Video Prompting Using IPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities written by Jennifer Marie Cullen and published by . This book was released on 2013 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. In this study, self-directed video prompting on iPads was used with three male participants with intellectual and developmental disabilities. A multiple probe across tasks design was used to determine the effects of the intervention on the accuracy of vocational task acquisition in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. All three participants acquired device usage in two to five trials. The participants all acquired three vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks.
Download or read book How to Use Video Modeling and Video Prompting written by Jeff Sigafoos and published by Pro-Ed. This book was released on 2007 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Video Self modeling A Job Skills Intervention with Individuals with Intellectual Disabilities in Employment Settings written by Ailsa E. Goh and published by . This book was released on 2010 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: A large majority of adults with intellectual disabilities are unemployed. Unemployment of adults with intellectual disabilities is a complex multidimensional issue. Some barriers to employment of individuals with intellectual disabilities are the lack of job experience and skills training. In recent years, video-based interventions, such as video self-modeling (VSM) and video modeling, have been receiving substantial attention as viable methods to teach skills to individuals with intellectual disabilities. Initial empirical evaluations have demonstrated that VSM and video modeling, when used in combination with in-vivo instructional strategies, are effective methods to teach chained task to individuals with intellectual disabilities. However, few studies have investigated the effectiveness of VSM or video modeling as stand-alone interventions, without the addition of in-vivo instructional strategies, for teaching chained tasks. While research utilizing video-based interventions to teach independent daily living skills is gaining momentum, the use of video-based interventions in the area of job skills training is still lacking. This study investigated the effectiveness of VSM to teach chained job tasks to individuals with intellectual disabilities in employment settings. The purposes of this study were to (a) evaluate the effectiveness of VSM to teach chained job tasks to individuals with intellectual disabilities, (b) explore the effectiveness and feasibility of VSM alone or in combination with feedback and practice, and (c) evaluate the social validity of VSM in employment settings. Particularly in this study, the VSM intervention (i.e., VSM alone or in combination with feedback and practice) did not include an in-vivo instructional component in order to evaluate if the VSM intervention can lead to generalization of the job tasks to the actual job setting. Three adults with intellectual disabilities participated in this study. A within participant multiple probe design across targeted job tasks, replicated across the three participants, was used to evaluate the effectiveness of VSM in this study. All of the participants demonstrated increased task acquisition with the VSM intervention; however, the effectiveness of VSM alone, or in combination with feedback and practice, varied across participants and job tasks. In terms of social validity, the participants, their job coaches, and the supervisors of the supported employment program, reported overall positive perceptions of the videotaping procedure and VSM intervention. Limitations of the study and implications for future research are discussed.
Download or read book Teaching Appropriate Social Skills to Adults with Developmental Disabilities Using Video Modeling written by Stephanie Perkins and published by . This book was released on 2013 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study is to evaluate the efficacy of video modeling with adults with Developmental Disabilities to teach them appropriate social skills. In this study we examined the use of commercial video models and commercial video recipient and custom video recipients to teach two different social skills to adults. Observations will be conducted before and after participants watch a video model of the skills they performed. All participants were exposed to a customized video as well as a commercial video which resulted in at least some acquisition of the skill for the adults. However, one of the participants learned the social skill at a faster rate when the commercial video was used.
Download or read book Handbook of Social Skills and Autism Spectrum Disorder written by Justin B. Leaf and published by Springer. This book was released on 2017-10-17 with total page 439 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook identifies the various social deficiencies widely associated with children and youth diagnosed with autism spectrum disorder (ASD). It discusses possible causes as well as the lifelong effects if these deficiencies are not addressed. The handbook presents current behavioral and curriculum-based methods for assessing social deficits. Chapters examine the various interventions that have been used to improve social skills and behavior, including video modeling, peer-mediated interventions, and script fading. Chapters also assess various interventions using empirically based procedures, evaluate the research of each of these procedures, provide guidelines for treatment planning, and offer clinical recommendations. The handbook concludes with future directions for the development of both social behavior and clinical social skills interventions. Topics featured in the Handbook include: Impairments in social behavior that may result in negative outcomes such as depression, loneliness, and suicide in individuals with ASD. Bullying among youth with ASD. Behavioral skills training to promote social behavior of individuals with ASD. The Early Start Denver Model approach to helping young children with ASD. The implementation of social skills groups for individuals diagnosed with ASD. The Handbook of Social Skills and Autism Spectrum Disorder is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, behavioral therapy, and social work, as well as such interrelated disciplines as child and adolescent psychiatry, rehabilitation medicine/therapy, pediatrics, and special education/educational psychology.
Download or read book Understanding Autism written by Steven O. Moldin and published by CRC Press. This book was released on 2006-04-25 with total page 559 pages. Available in PDF, EPUB and Kindle. Book excerpt: Taking an all-inclusive look at the subject, Understanding Autism: From Basic Neuroscience to Treatment reviews state-of-the-art research on the diagnosis, treatment, and prevention of autism. The book addresses potential mechanisms that may underlie the development of autism and the neural systems that are likely to be affected by these molecular,
Download or read book Teaching Students with Moderate to Severe Disabilities written by Mark Wolery and published by Longman Publishing Group. This book was released on 1992 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Competitive Employment written by Paul Wehman and published by . This book was released on 1981 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ce livre comprend un profil du mouvement de l'intégration au travail et du Supported employment avec une perspective historique, une déclaration des orientations nécessaires à l'intégration sociale, des stratégies d'iontervention reliées à une approche behavioriste sur l'enseignement professionnel et des recommandations pour l'application de programme d'intégration au travail.
