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.
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Acknowledgments
Financial support for this study was provided by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A1000094 to the University of Georgia. The study was completed by the first author at part of her doctoral dissertation.
Author Contributions
KAS contributed to the initial conceptualization of the study, the design, coordinating study sessions, running sessions, data collection, analyzing data, and drafting the manuscript. KMS contributed to the initial conceptualization of the study, the design, analyzing data, and helping draft the manuscript. JLA contributed to the initial conceptualization of the study, the design, data collection, analyzing data, and helping draft the manuscript. JRL contributed to the initial conceptualization of the study, the design, analyzing data, and helping draft the manuscript. CS contributed to helping draft and revise the manuscript. SBS contributed to the initial conceptualization and revising the manuscript.
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Smith, K.A., Ayres, K.A., Alexander, J. et al. Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability. J Autism Dev Disord 46, 1196–1209 (2016). https://doi.org/10.1007/s10803-015-2654-8
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DOI: https://doi.org/10.1007/s10803-015-2654-8