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Comparison of Self-Prompting of Cooking Skills via Picture-Based Cookbooks and Video Recipes.

2009; Volume: 44; Issue: 2 Linguagem: Inglês

1547-0350

Linda C. Mechling, Erin Stephens,

Cognitive and developmental aspects of mathematical skills

This investigation compared the use of static picture prompting, in a cookbook format, and video prompting to self-prompt four students with moderate intellectual disabilities to independently complete multi-step cooking tasks. An adapted alternating treatments design (AATD) with baseline, alternating treatments, and final treatment condition, was replicated across three sets of recipes to compare performance across four students. Data suggest that video prompting was a more effective tool than static pictures for self-prompting students to complete complex tasks. Self-operated prompting systems which are controlled by the individual and indepen dently operated to prompt completion of a multi-step task are supported in the research literature as positive interventions for persons with intellectual disabilities (Mechling, 2007). These self-prompting systems allow students to receive antecedent prompts in a permanent medium independent of other persons and allow stimulus control to be transferred back to the student (Wilson, Schepis, & Mason Main, 1987). These systems, also referred to as antecedent prompting strategies, remind or prompt students to complete each compo nent step of more complex activities while reducing the need for assistance from others (Riffel et al., 2005). Systems have included static picture prompts (Agran, Fodor-Davis, Moore, & Martella, 1992; Copeland & Hughes, 2000), auditory prompts (Davis, Brady, Williams, 8c Burta, 1992; Grossi, 1998; Taber, Seltzer, Heflin, & Alberto, 1999), com bination auditory and picture prompts (Furniss et al., 1999; Mechling & Gast, 1997) combination auditory and text prompts (Fer guson, Smith Myles, & Hagiwara, 2005; Hersh & Treadgold, 1994), and video prompts (Mechling, Gast, & Fields, 2008). Students Correspondence concerning this article should be addressed to Linda C. Mechling, University of North Carolina Wilmington, Department of Early Childhood & Special Education, 601 South College Road, Wilmington, NC 28403-5940. complete complex tasks by listening to and/or looking at a step direction, completing the step, and returning to the system to receive information about the next step in the task sequence. Traditionally these systems have been in the form of: (a) pictures or photo graphs on cards or poster board (Agran et al.; Johnson & Miltenberger, 1996); (b) pictures or photographs on pages of a book (Copeland & Hughes; Singh, Oswald, Ellis, & Singh, 1995); (c) audio tapes played on cassette play ers (Lancioni, O'Reilly, & Oliva, 2001; Mitch ell, Schuster, Collins, & Gassaway, 2000; Taber, Alberto, & Fredrick, 1998) and; (d) augmentative communication devices with pictures and recorded directions (Mechling & Gast). More recently research attention has been given to hand held or Palmtop personal com puters with text or pictures, combined with auditory prompts and directions for prompt ing task completion (Davies, Stock, & Weh meyer, 2002; Furniss et al., 1999; Lancioni, O'Reilly, Seedhouse, Furniss, & Cunha, 2000). Stromer, Kimball, Kinney, and Taylor (2006) and Kimball, Kinney, Taylor, and Stromer (2004) further describe recommended prac tices for using video and multi-media effects for self-prompting use of daily schedules which can be presented on desk top or laptop