Promoting Independence with Vocational Audio and Video Prompting for Students with ASD

Autor/inn/en	Chen, Briella Baer; Yakubova, Gulnoza
Titel	Promoting Independence with Vocational Audio and Video Prompting for Students with ASD
Quelle	In: TEACHING Exceptional Children, 52 (2019) 2, S.98-106 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Briella Baer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059919874308
Schlagwörter	Prompting; Students with Disabilities; Autism; Pervasive Developmental Disorders; Vocational Education; Daily Living Skills; Independent Living; Cues; Handheld Devices; Skill Development; Intervention; Evidence Based Practice; Autoinstructional Aids; Job Skills; Individualized Transition Plans; Video Technology; Audio Equipment; Young Adults + Suchen Sie Ihr Suchwort? Benutzerführung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Ausbildung; Berufsbildung; Alltagsfertigkeit; Selbstverantwortung; Stichwort; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstinstruierendes Material; Produktive Fertigkeit; Audio-CD; Young adult; Junger Erwachsener
Abstract	One common and effective approach used to teach vocational and independent living skills to students with ASD is technology-based intervention (Walsh, Holloway, McCoy, & Lydon, 2017). Such interventions include audio prompting (AP) and coaching, augmented and virtual reality, and video-based interventions, such as video modeling and video prompting (VP). These interventions have been shown repeatedly to be effective in teaching a variety of vocational and daily living skills to help students transition to independent living. Some examples include washing dishes (Gardner & Wolfe, 2015), cleaning (Wu, Cannella-Malone, Wheaton, & Tullis, 2016), and preparing food (Johnson, Blood, Freeman, & Simmons, 2013). Because these interventions are often carried out on portable electronic devices, they can be accessed and applied in a variety of settings, which allow students to have individualized instruction and self-prompting to help with the acquisition and long-term maintenance of skills (Bereznak, Ayres, Mechling, & Alexander, 2012). Additionally, prerecorded interventions can be used repeatedly with many students over several years, therefore reducing some of the instructor's future workload once the intervention materials have been made. Both AP and VP can be used effectively with students with autism spectrum disorder (ASD) due in part to their formats of breaking down a task into small, manageable steps. This format helps reduce the cognitive load, or effort a student must put into remembering the next step of the task (Park, Bouck, & Duenas, 2019). Additionally, if the student needs to repeat the prompt, it is easy to restart or rewind the AP or VP clip. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01