Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability.

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Bibliographic Details
Title:	Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability.
Authors:	Smith, Katherine, Ayres, Kevin, Alexander, Jennifer, Ledford, Jennifer, Shepley, Collin, Shepley, Sally
Source:	Journal of Autism & Developmental Disorders. Apr2016, Vol. 46 Issue 4, p1196-1209. 14p. 5 Charts, 2 Graphs.
Subjects:	Education of people with intellectual disabilities, Ability, Autism, High school students, Intelligence tests, Learning strategies, Special education, Time, Video recording, Vocational education, Training, Activities of daily living, Inter-observer reliability, Smartphones, Adolescence
Geographic Terms:	Tasmania
Abstract:	Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. [ABSTRACT FROM AUTHOR]
ISSN:	01623257
DOI:	10.1007/s10803-015-2654-8