Task completion time Was substantially decreased for tWo middle school students With a diagnosis of moderate mental retardation and autism spectrum disorder (ASD) folloWing the presentation of high-preference items and choice via a computer-based video program. The study used an ABAB design to evaluate the effects of the program compared to tangible high-preference items presented in baseline. Students' time to complete three tasks decreased immediately folloWing the introduction of the computer-based program. Results are discussed in terms of the advantages of this approach as one solution for providing novel and highly reinforcing activities to students With a diagnosis of ASD.
Get full access to this article
View all access options for this article.
References
1.
Ayres, K.M., & Langone, J. (2002). Acquisition and generalization of purchasing skills using a video enhanced computer-based instructional package. Journal of Special Education Technology, 17, 15—28.
2.
Bambara, L.M., Ager, C., & Koger, F. (1994). The effects of choice and task preference on the work performance of adults with severe disabilities. Journal of Applied Behavior Analysis, 27, 555—556.
3.
Bambara, L.M., Koger, F., Katzer, T., & Davenport, T.A. (1995). Embedding choice in the context of daily routines: An experimental case study. Journal of the Association for the Severely Handicapped, 20, 185—195.
4.
Branham, R.S., Collins, B.C., Schuster, J.W., & Kleinert, H. (1999). Teaching community skills to students with moderate disabilities: Comparing combined techniques of classroom simulation, videotape modeling, and community-based instruction. Education and Training in Mental Retardation and Developmental Disabilities, 34, 170—181.
5.
Carr, J.E., Nicolson, A.C., & Higbee, T.S. (2000). Evaluation of a brief multiple-stimulus preference assessment in naturalistic context. Journal of Applied Behavior Analysis, 33, 353—357.
6.
Carter, C.M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with autism. Journal of Positive Behavior Interventions, 3, 131—152.
7.
Charlop, M.H., Kurtz, P.F., & Casey, F.G. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis, 23, 163—181.
8.
Charlop-Christy, M.H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions , 5, 12—22.
9.
Charlop-Christy, M.H., & Haymes, L.K. (1996). Using obsessions as reinforcers with and without mild reductive procedures to decrease inappropriate behaviors of children with autism. Journal of Autism and Developmental Disorders , 26, 527—546.
10.
Charlop-Christy, M.H., & Haymes, L.K. (1998). Using objects of obsession as token reinforces for children with autism. Journal of Autism and Developmental Disorders, 28, 189—198.
11.
Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537—552.
12.
Cohen-Almeida, D., Graff, R.B., & Ahearn, W.H. (2000). A comparison of verbal and tangible stimulus preference assessments. Journal of Applied Behavior Analysis, 33, 329—334.
13.
Cole, C.L., & Levinson, T.R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4, 29—39.
14.
D'Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5—12.
15.
DeLeon, I.G., & Iwata, B.A. (1996). Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences. Journal of Applied Behavior Analysis, 29, 519—532.
16.
Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515—524.
17.
Embregts, P.J.C.M. (2003). Using self-management, video feedback, and graphic feedback to improve social behavior of youth with mild mental retardation . Education and Training in Developmental Disabilities, 38, 283—295.
18.
Gast, D.L., Jacobs, H.A., Logan, K.R., Murray, A.S., Holloway, A., & Long, L. (2000). Pre-session assessment of preferences for students with profound multiple disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 35, 393— 405.
19.
Geckeler, A.S., Libby, M.E., Graff, R.B., & Ahearn, W.H. (2000). Effects of reinforcer choice measured in single-operant and concurrent-schedule procedures. Journal of Applied Behavior Analysis, 33, 347—351.
20.
Graff, R.B., & Libby, M.E. (1999). A comparison of presession and within-session reinforcement choice. Journal of Applied Behavior Analysis , 32, 161—173.
21.
Graff, R.B., Libby, M.E., & Green, G. (1998). The effects of reinforcer choice on rates of challenging behavior and free operant responding in individuals with severe disabilities . Behavioral Interventions, 13, 249—268.
22.
Hagiwara, T., & Myles, B.S. (1999). A multimedia social story intervention: Teaching skills to children with autism. Focus on Autism and Other Developmental Disabilities, 14, 82—95.
23.
Hanley, G.P., Iwata, B.A., Thompson, R.H., & Lindberg, J.S. (2000). A component analysis of “stereotypy as reinforcement” for alternative behavior. Journal of Applied Behavior Analysis, 33, 285— 297.
24.
Innovative Learning Concepts, Inc. (1998). Touch Math. Colorado Springs, CO: Author.
25.
Kern, L., Mantegna, M.E., Vorndran, C.M., Bailin, D., & Hilt, A. (2001). Choice of task sequence to reduce problem behaviors . Journal of Positive Behavior Interventions, 3, 3—11.
26.
Knowledge Adventure, Inc. (2000). Hyperstudio 4.0Torrance, CA: Author .
27.
LeBlanc, L.A., Coates, A.M., Daneshvar, S., Charlop-Christy, M.H., Morris, C., & Lancaster, B.M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36, 253— 257.
28.
Logan, K.R., & Gast, D.L. (2001). Conducting preference assessments and reinforcer testing for individuals with profound multiple disabilities: Issues and procedures . Exceptionality, 9, 123—134.
29.
Mechling, L.C., & Gast, D.L. (2003). Multi-media instruction to teach grocery word associations and store location: A study of generalization. Education and Training in Mentally Retardation and Developmental Disabilities , 38, 62—76.
30.
Mechling, L.C., Gast, D.L., & Barthold, S. (2003). Multi-media computer-based instruction to teach students with moderate intellectual disabilities to use a debit card to make purchases. Exceptionality, 11, 239—254.
31.
Mechling, L.C., & Langone, J. (2000). The effects of a computer-based instructional program with video anchors on the use of photographs for prompting augmentative communication. Education and Training in Mental Retardation and Developmental Disabilities, 35, 90—105.
32.
Moes, D.R. (1998). Integrating choice-making opportunities within teacher-assigned academic tasks to facilitate the performance of children with autism. Journal of the Association for the Severely Handicapped , 4, 319—328.
33.
Murphy, E.S., McSweeney, F.K., Smith, R.G., & McComas, J.J. (2003). Dynamic changes in reinforcer effectiveness: Theoretical, methodological, and practical implications for applied research. Journal of Applied Behavior Analysis, 36, 421—438.
34.
Norman, J.M., Collins, B.C., & Schuster, J.W. (2001). Using an instructional package including video technology to teach self-help skills to elementary students with mental disabilities. Journal of Special Education Technology, 16, 5—18.
35.
Parsons, M.B., Reid, D.H., Reynolds, J., & Bumgarner, M. (1990). Effects of chosen versus assigned jobs on the work performance of persons with severe handicaps. Journal of Applied Behavior Analysis, 23, 253—258.
Roid, G., & Miller, L. (1997). Leiter international performance scale—revised . Chicago: Stoelting.
38.
Romaniuk, C., & Miltenberger, R.G. (2001). The influences of preference and choice of activity on problem behavior. Journal of Positive Behavior Interventions, 3, 152—160.
39.
Shevin, M., & Klein, N.K. (1984). The importance of choice-making skills for students with severe disabilities. Journal of the Association for the Severely Handicapped, 9, 159—166.
40.
Shipley-Benamou, R., Lutzker, J.R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4, 165— 175.
41.
Sparrow, S.S., Balla, D.A., & Cicchetti, D.V. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.
42.
Stromer, R., McComas, J.J., & Rehfeldt, R.A. (2000). Designing interventions that include delayed reinforcement: Implications of recent laboratory research . Journal of Applied Behavior Analysis, 33, 359—371.
43.
Taylor, B.A., Levin, L., & Jasper, S. (1999). Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. Journal of Developmental and Physical Disabilities, 11, 253—264.
44.
Thorndike, R.L., Hagen, E., & Sattler, J. (1986). Stanford-Binet intelligence scale: Fourth edition . Chicago: Riverside.
45.
Waldron-Soler, K.M., Martella, R.C., Marchand-Martella, N.E., & Ebey, T.L. (2000). Effects of choice of stimuli as reinforcement for task responding in preschoolers with and without developmental disabilities . Journal of Applied Behavior Analysis, 33, 93—96.
46.
Wolery, M., Kirk, K., & Gast, D.L. (1985). Stereotypic behavior as a reinforcer: Effects and side effects. Journal of Autism and Developmental Disorders , 15, 145—157.
