The purpose of this study was to evaluate the effectiveness of teaching self-instructional skills to navigate to a mobile device to access video prompts to teach novel behaviors to two adults with autism spectrum disorder (ASD) in a vocational setting. This study used a multiple probe across conditions design to evaluate effectiveness. In baseline, the researcher directed the participants to complete a novel task and collected data on correct steps completed. In technology training the researcher used a system of least prompts procedure to teach participants to initiate the use of the mobile device, navigate to an app, navigate to the specific behavior schedule, watch video prompt, navigate to the next step, and complete the modeled behaviors. After mastery of technology training, researcher evaluated performance of novel tasks following self-instruction to access video prompts on the mobile device. Participant’s fidelity of navigation skills was assessed, however was not included in mastery criterion. Both participants learned to self-instruct to independently access video prompts on a mobile device. One participant self-instructed using the mobile device and video prompts to correctly complete novel tasks.
| Identifer | oai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:edsrc_etds-1054 |
| Date | 01 January 2017 |
| Creators | Hogue, Amanda M. |
| Publisher | UKnowledge |
| Source Sets | University of Kentucky |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling |
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