Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 81-93).

Thesis (M.A.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains v, 73 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 43-44).

The purpose of the current study was to evaluate the use of a video prompting intervention to teach a full meal preparation task to emerging adults with developmental disabilities. The study also sought to identify whether cooking skills generalized across people and settings. 10participants ranging across 20-25 years participated in the study. Participants were required to understand and speak English, be able to attend to a video for at least 30seconds, follow 2-step directions, and be able to stop and start a video on an iPad. Results of the study indicate rapid acquisition from baseline to intervention for a majority of participants. Cooking skills were maintained beyond the treatment setting and person. Further, participants reported the video prompting procedure was an acceptable approach for teaching cooking skills. The results of this study provide further evidence for the use of video prompting to teach cooking skills, and to expand to use to full meal preparation for emerging adults with developmental disabilities.

Thesis (Ph. D.)--University of Florida, 1981. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 88-92).

Thesis (M.A.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 45-51). Online version available on the World Wide Web.

The effects of self directed video feedback was examined in the current study with therapists of home based ABA programs working with children with a pervasive developmental disorder. A multiple baseline design was used to systematically implement the intervention which consisted of the therapists watching a self recorded video of implementing a prompting procedure, completing a questionnaire and setting a goal for the next therapy session. Results of the intervention showed that the intervention was effective for one participant, while the other participant's prompting behavior only increased after further instruction and modeling of the behavior by the author. Implications for the current study as well as possibilities for future research are discussed.

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This thesis presents a study to develop and explore the use of a computerized system that provided automated prompts to children with ASD during the completion of a self-care activity (handwashing). A Wizard-of-Oz experiment was implemented using an A-B experimental design. During the baseline phase (A) the child’s caregiver was asked to guide the child through handwashing, in the intervention phase (B) the system guided the child. The results showed that the system was not very successful to guide the child. He tended to get distracted very easily presenting off-task behaviour, which resulted in needing assistance from the caregiver. The data obtained showed that during the intervention phase the assistance from the caregiver consisted mostly of verbal instructions versus the hand over hand guidance observed during B phase. From the data analyses and reviewed literature some improvements and redesigns were suggested which could help develop a more automatic prompting system.

This thesis presents a study to develop and explore the use of a computerized system that provided automated prompts to children with ASD during the completion of a self-care activity (handwashing). A Wizard-of-Oz experiment was implemented using an A-B experimental design. During the baseline phase (A) the child’s caregiver was asked to guide the child through handwashing, in the intervention phase (B) the system guided the child. The results showed that the system was not very successful to guide the child. He tended to get distracted very easily presenting off-task behaviour, which resulted in needing assistance from the caregiver. The data obtained showed that during the intervention phase the assistance from the caregiver consisted mostly of verbal instructions versus the hand over hand guidance observed during B phase. From the data analyses and reviewed literature some improvements and redesigns were suggested which could help develop a more automatic prompting system.