Using Self-Directed Video Prompting to Teach Students with Intellectual Disabilities

This study examined the effects of self-directed video prompting presented via an iPod Touch on teaching four adolescents with moderate-to-severe intellectual and developmental disabilities two daily living tasks. Students were taught to wash a table using instructor-delivered video prompts. After reaching 80 % correct for at least three consecutive sessions, a system of most-to-least prompts was used to teach them to use the iPod Touch and a video prompting app (inPromptu) independently. In the final phase, students used inPromptu on the iPod Touch to teach themselves to vacuum with self-directed video prompts. Results of the study demonstrate that all four students learned to wash a table with instructor-directed video prompts, they all learned to use inPromptu on the iPod Touch independently, two students used inPromptu on the iPod Touch to teach themselves to vacuum, and a third student was learning to vacuum using inPromptu.     

Three Students with Developmental Disabilities Learn to Operate an iPod to Access Age-Appropriate Entertainment Videos

Students with developmental disabilities may not have the necessary skills or the same opportunities to access multimedia-based leisure materials as their typical peers. Portable multimedia devices such as the iPod Touch® may provide them with a useful tool for accessing age-appropriate leisure material. The present study examined the feasibility of teaching 3 students with developmental disabilities to independently operate an iPod to watch age-appropriate entertainment videos. A delayed multiple-probe design across participants was implemented with baseline, intervention, fading, and follow-up phases. Video modeling and least-to-most response prompting were successfully used to teach these 3 students to operate an iPod Touch® to watch preferred videos without adult assistance. The results complement previous findings supporting the use of video modeling as an instructional strategy and add to the literature by using portable multimedia devices as assistive technology for teaching an age-appropriate leisure skill.     

Comparison of prompting procedures to teach internet skills to older adults

The Internet and information and communications technologies (ICTs) have been found to produce meaningful social interactions and greater social support among older adults (White et al., 2002 ). Despite these benefits, the Internet and ICTs are not widely used among the older‐adult population (Cresci, Yarandi, & Morrell, 2010 ). The purpose of the current study was to compare the effectiveness and efficiency of video prompting and text‐based instructions on the acquisition of three tablet‐based tasks: emailing, video calling (FaceTime® application), and searching for a YouTube? video. Both video prompting and text‐based instructions were effective for all three participants, with text‐based instructions being slightly more efficient for one participant and video prompting being more efficient for two participants, suggesting that both prompting procedures can be used to teach older adults Internet and ICT skills.     

Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities

We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant’s vocational training program. During baseline, participants were instructed to make popcorn, but were given no further instructions or prompts. Video prompting consisted of first watching a video clip of a step being performed and then giving participants the opportunity to imitate that step. This prompting procedure was introduced in a delayed multiple-probe across subjects design. Following acquisition, video prompting was removed and maintenance in the absence of video prompting was assessed at 2, 6, and 10 weeks. Two of the three participants acquired the task when video prompting was introduced and performed at 80–100% correct during follow-up sessions. These data suggest that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities.     

Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities

We evaluated a video prompting and fading procedure for teaching three adults with developmental disabilities to wash dishes. Video prompting involved showing video clips depicting each step of the task. All three adults reached 90–100% correct when video prompting was implemented. Following acquisition, video prompting was withdrawn, but performance deteriorated. Subsequently, a 3-step fading procedure was implemented in which the separate video clips were merged to form larger, multi-step segments of video. Performance reached 80–100% correct as the video prompts were re-applied and then faded. Performance decreased at the 3-month follow-up when prompting was removed, but stabilized at 80–90% correct when the third step in the fading sequence was reinstated. These data suggest a promising approach for fading video prompts.     

Analysis of Live Modeling Plus Prompting and Video Modeling for Teaching Imitation to Children with Autism

Previous researchers have demonstrated that training in imitation can significantly improve the learning capabilities of children diagnosed with autism spectrum disorder (ASD) and that children within this population show a preference for video presentations. Video‐based instruction has been used to teach a variety of behaviors to individuals with ASD. However, only a small number of studies have examined the use of video modeling to teach initial imitation. Furthermore, there are limited and conflicting data on the effectiveness of a video modeling procedure that does not incorporate prompting when used to teach imitation to young children with ASD. Thus, the purpose of this study was to evaluate a video‐modeling‐alone procedure and a live‐modeling‐with‐prompting procedure for teaching imitation to young children with ASD. The results suggest that the live modeling with prompting procedure was more effective, and implications related to this finding are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Preference for and discrimination of videos of conspecific social behavior in mice

We showed mice videos of three conspecific social behaviors, namely sniffing, copulation, and fighting, in pairwise combinations using iPods and evaluated preference as determined by time spent in front of each iPod. Mice preferred the copulation video to the sniffing video, the fighting video to the sniffing video, and the fighting video to the copulation video. In Experiment 1a, we used a single video clip for each social behavior but used multiple video clips for each social behavior in Experiment 2a. Next, we trained mice to discriminate between the fighting and copulation videos using a conditioned-place-preference-like task in which one video was associated with injection of morphine and the other was not. For half of the subjects, the fighting video was associated with morphine injection, and for the other half, the copulation video was associated with morphine injection. After conditioning, the mice stayed longer in the compartment with the morphine-associated video. When tested with still images obtained from the videos, mice stayed longer in the compartment with still images from the video associated with morphine injection (Experiment 1b). When we trained mice with multiple exemplars, the subjects showed generalization of preference for new video clips never shown during conditioning (Experiment 2b). These results demonstrate that mice had a preference among videos of particular behavior patterns and that they could discriminate these videos as visual category. Although relationship between real social behaviors and their videos is still open question, the preference tests suggest that the mice perceived the videos as meaningful stimuli.     

Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting

Students with intellectual and other developmental disabilities often require substantial support to acquire the skills needed to secure work experience and paid employment. Prior findings suggest that video prompting is likely to be an effective and feasible strategy for establishing such skills. To evaluate this possibility in a special education transition program, we examined the effectiveness of a video prompting procedure in teaching 8 young adults with developmental disabilities to perform job-related tasks (doing laundry, checking in to work, vacuuming, stripping bed). The intervention was effective with all participants. The skills maintained over 3 months, and the participants performed the tasks accurately in a new setting with different materials. Participants were reportedly satisfied with the intervention and deemed it easy to use.     

Using Point-Of-View Video Modeling and Forward Chaining to Teach a Functional Self-Help Skill to a Child with Autism

This study examined the effectiveness of point-of-view video modeling in a forward-chaining procedure to teach a 4-year-old boy with autism to serve himself an afternoon snack. Task analysis was undertaken, and the task was divided into 3 phases with 1 video produced for each phase. A changing criterion design was used to evaluate the effects of the intervention on the participant’s ability to independently prepare and serve himself Weetbix. The results indicated that the combination of point-of-view modeling and forward chaining was effective in teaching the child to serve himself a snack without any prompting. The results also indicated that although the skill was maintained at follow-up, generalization to snacks other than Weetbix and to a different setting was limited. Parents reported satisfaction both with the procedures undertaken and with the outcomes of the intervention.     

Visual self-recognition in mirrors and live videos: Evidence for a developmental asynchrony

Three experiments (N = 123) investigated the development of live-video self-recognition using the traditional mark test. In Experiment 1, 24-, 30- and 36-month-old children saw a live video image of equal size and orientation as a control group saw in a mirror. The video version of the test was more difficult than the mirror version with only the oldest children's performance approaching ceiling. In Experiment 2, most 24-month-olds showed self-recognition when presented with a TV-set that featured a mirror in place of a screen. This finding does not substantiate the possibility that expectations about what appears on TV are responsible for the asynchrony. In Experiment 3, children were given a mark-test involving only their legs. Again, a video version was more difficult than previously reported performance with mirrors, suggesting that the impossibility of eye-contact in video cannot explain this developmental asynchrony. The findings suggest that self-recognition can be added to the growing list of contexts in which 2-year-olds display what has been called a “video deficit” [Anderson, D. R., & Pempek, T. A. (2005). Television and very young children. American Behavioral Scientist, 48, 505–532].     

Combining video modeling and least‐to‐most prompting for establishing response chains

Video modeling combined with least‐to‐most intrusive prompting was compared using a parallel‐treatments design to least‐to‐most intrusive prompting alone in teaching daily‐living skills in the form of response chains. Two boys with the diagnosis of autism (ages 8 and 9) participated in the study. The results showed that the participants acquired skills taught with video modeling plus least‐to‐most prompting in fewer trials and with fewer prompts than skills taught with least‐to‐most prompting alone. Copyright © 2006 John Wiley & Sons, Ltd.     

Analysis of social interaction gestures in infants with autism.

This study analyzes the emergent use of gestures used among 9-12-month-old infants with autism and typical development using retrospective video analysis. The purpose of the present investigation was to examine the frequency, initiation, prompting, and diversity of types of gestures used for social interaction purposes. It was hypothesized that a restricted variety in type(s) of gestures as well as fewer child-initiated gestures and more prompted gestures would be associated with later diagnosis of autism. Logistic regression analysis found that decreased variety in type of gestures used was significantly associated with autism status. Neither number of total gestures nor initiation of gestures (child-initiated vs. prompted) was significantly associated with autism status.     

Comparison of Video Prompting with and Without Voice‐Over Narration: A Replication with Young Children with Autism

We compared the effects of video prompting (VP) with and without voice‐over narration on the play skills of two young children with autism spectrum disorder using an adapted alternating treatment design. The results showed increases in play skills when using VP with and without voice‐over narration for both participants. These results suggest that the difference in effectiveness between VP with and without voice‐over narration may be negligible for some children with autism. Implications for the use of VP without additional teaching strategies and the need for additional component analyses are discussed. Copyright © 2016 John Wiley & Sons, Ltd.     

A blueprint for general‐case procedures illustrated by teaching adolescents with autism spectrum disorder to use a chip‐debit card

Individuals diagnosed with autism spectrum disorder (ASD) often respond poorly to novel stimulus combinations and may have difficulty discriminating across critical and noncritical stimulus dimensions without direct teaching. General‐case procedures and multiple‐exemplar training have been effectively used to address this deficit. In the current study, the experimenters outlined general‐case procedures with video modeling, prompting and reinforcement to teach three adolescents with ASD a generalized repertoire of using a chip‐debit card. A multiple‐probe across participants design demonstrated the effectiveness of these procedures. All participants acquired the skill, responding generalized from simulated teaching materials to four novel automatic payment machines, and maintained 4 weeks following teaching. Implications of using these general‐case procedures as a blueprint for future researchers to reference when teaching individuals with ASD a generalized repertoire of any skill are discussed.     

Remote identification of psychophysiological parameters for a cognitive-emotional conflict

The contradiction between the conscious and emotional assessment of situations often arises when there is a discrepancy between reality and ideal view. The purpose of this study is to identify a system of remotely diagnosed parameters (by video recording using Skype tools), which can objectively indicate the presence of a cognitive-emotional conflict during a dialogue. The current study has become particularly relevant in the COVID-19 environment, where face-to-face communication is limited, and all interactions must occur in a remote online format. In such an environment, the identification of formal signs indicating latent conflicts in online interactions comes to the fore. To stimulate an outburst and fix the cognitive-emotional conflict remotely, various schemes were used: interviews based on the self-attitude technique, discussions based on the transactional analysis model, free reasoning about situations that were selected by the age, and other parameters of participants, as well as watching video clips with an unexpected end. For automatic marking of people's emotional reactions in video data, a computer program was developed using neural network algorithms based on VGG16.Furthermore, the neural network for emotion recognition was pretrained based on open sources by the P. Ekman FACS model. Finally, video recordings were marked according to the expert assessment results regarding the presence of cognitive-emotional conflict. We conducted 27 interviews with the participation of both genders, including ten high school students (from 12 to 17 years old), a total of 338,075 frames were received. As a result, it was found that the two facial expression parameters identified by the program reliably distinguish the presence of a cognitive-emotional conflict. Furthermore, in all the studied schemes of telecommunication dialogue, the «happy» parameter was significantly more pronounced in a situation of conflict.     

Observational learning in capuchin monkeys: a video deficit effect

Young human children have been shown to learn less effectively from video or televised images than from real-life demonstrations. Although nonhuman primates respond to and can learn from video images, there is a lack of direct comparisons of task acquisition from video and live demonstrations. To address this gap in knowledge, we presented capuchin monkeys with video clips of a human demonstrator explicitly hiding food under one of two containers. The clips were presented at normal, faster than normal, or slower than normal speed, and then the monkeys were allowed to choose between the real containers. Even after 55 sessions and hundreds of video demonstration trials the monkeys’ performances indicated no mastery of the task, and there was no effect of video speed. When given live demonstrations of the hiding act, the monkeys’ performances were vastly improved. Upon subsequent return to video demonstrations, performances declined to pre-live-demonstration levels, but this time with evidence for an advantage of fast video demonstrations. Demonstration action speed may be one aspect of images that influence nonhuman primates’ ability to learn from video images, an ability that in monkeys, as in young children, appears limited compared to learning from live models.     

Teaching Pedestrian Skills to Individuals with Developmental Disabilities

The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model in the gym of their school. A multiple probe design across behaviors was used to evaluate the effects of most to least prompting. The results of the study revealed that most to least prompting was effective in teaching pedestrian skills. The subjects learned each of the skills and managed to generalize these skills to the actual city traffic.     

Does an iPod make you happy? An exploration of the effects of iPod ownership on life satisfaction

The Apple iPod is currently the undisputed leading product in the global MP3 player market. This competitive advantage is due to the design, high functionality, and perhaps most importantly, the ‘cool factor’ which Apple has managed to obtain with its products. This study explores if owning an iPod (as opposed to another brand of MP3 player) makes a difference in the perception of general life satisfaction. Using Diener et al.'s generic satisfaction with life scale (SWLS) to measure the dependent variable life satisfaction, a model with the key concepts usage, benefits, peer influence, design, iPod phenomenon, and iPod bubble has been developed and tested in a variety of ways, including regression analysis. The sample consisted of a multinational sample of 240+ young adults, aged 18–35 years. The demographic profiles of iPod and non‐iPod owners were very similar, but for iPod owners, 23 per cent of the variance in overall life satisfaction is explained by the key concepts used in this research. Key influencing variables for iPod owners are peer influence and design. For non‐iPod owners, the amount of variance explained by the independent variables was negligible. iPod owners also considered their MP3 players to be much ‘cooler’ than did non‐iPod owners. This article considers the managerial implications of these findings for Apple and for competing brands. The social implications of these findings and their significance are also discussed, and several potential areas for further research are highlighted. Copyright © 2012 John Wiley & Sons, Ltd.     

Automatic prompting to reduce persistent tongue protrusion in a woman with severe to profound mental retardation

This study assessed whether an intervention approach relying on auditory prompting delivered automatically through a portable device was effective to reduce tongue protrusion in a woman with severe to profound mental retardation. The device involved (a) an optic sensor, i.e., a miniphotocell kept under the lower lip with medical tape, (b) a small signal transmission box, and (c) a Walkman for presenting the prompts. Initially, the automatic prompting condition was combined with occasional praise from a research assistant for having the tongue in the mouth. Analysis showed that the occurrence of tongue protrusion dropped from about 65% of the observation time during the initial baseline to less than 5% through the intervention. The study lasted 4.5 mo.     

Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure

The purpose of this study was to examine the effectiveness of the simultaneous prompting procedure in teaching paragraph composition to 4, 5th grade students identified with emotional behavioral disorder (EBD) and attention-deficit hyperactivity disorder (ADHD). The instructor taught students how to construct and proofread a 5-sentence paragraph using the simultaneous prompting procedure with embedded non-targeted information related to the writing process. A multiple probe design across participants assessed effectiveness of the procedure. Results indicated that all students learned to compose a paragraph, acquired the non-targeted information, maintained the skills up to 6 weeks later, and generalized the skills to other writing tasks.