Comparing cost effectiveness of video-based instruction versus extended school year for maintaining vocational skills of students with Autism Spectrum Disorder

2020 ◽  
Vol 52 (3) ◽  
pp. 239-249
Author(s):  
Ximena D. Burgin ◽  
Toni Van Laarhoven ◽  
Erika Pinter ◽  
Stephanie DeSpain
Keyword(s):  
Autism Spectrum Disorder ◽  
Cost Effectiveness ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Extended School Year ◽  
Vocational Skills ◽  
School Year ◽  
Students With Autism ◽  
Based Instruction

Let’s See That Again: Using Instructional Videos to Support Asynchronous Mathematical Problem Solving Instruction for Students With Autism Spectrum Disorder

2021 ◽  
pp. 016264342199632
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root ◽  
Deidre Gilley
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Mathematical Problem Solving ◽  
High Quality ◽  
Students With Autism ◽  
Based Instruction

The Pandemic has required teachers to find ways to provide high-quality instruction in a virtual format. Video-based instruction (VBI) is a version of technology-aided instruction that has been effectively used in classrooms to improve mathematical outcomes for students with disabilities. This manuscript describes how a special education teacher can utilized VBI through free online platforms (i.e., SeeSaw, Loom) to implement a mathematical problem solving instructional strategy (modified schema-based instruction; MSBI) for students with autism spectrum disorder (ASD) while at home. MSBI utilizing VBI has successfully been used by teachers and researchers to improve additive and multiplicative problem solving skills for students with ASD. This manuscript describes how special education teachers can support students and their caregivers by providing high-quality problem solving instruction in a virtual environment.

Using Video Prompts to Promote Independent Behavior in Students With Autism Spectrum Disorder

2020 ◽  
Vol 35 (3) ◽  
pp. 167-175
Author(s):  
Lauren A. Delisio ◽  
Robert W. Isenhower
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based Practices ◽  
Video Prompts ◽  
Students With Autism ◽  
Adolescent Student ◽  
Based Instruction ◽  
Independent Behavior

In order to best serve students with autism spectrum disorder (ASD), teachers and other in-school support personnel need to identify and effectively implement evidence-based practices (EBPs) in their classrooms. One EBP for students with ASD is video-based instruction, including video prompting, a form of video modeling. The authors provide considerations that one must think through prior to implementing video prompts as an intervention, and illustrate how video prompts can be used in the classroom through a vignette of an adolescent student with ASD learning to independently complete vocational tasks.

Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder

2018 ◽  
Vol 41 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Sarah K. Cox ◽  
Jenny R. Root
Keyword(s):  
Middle School ◽  
Autism Spectrum Disorder ◽  
Problem Solving ◽  
Middle School Students ◽  
Word Problems ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism ◽  
Based Instruction

The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.

A Robotic Therapy Case Study

2017 ◽  
Vol 46 (1) ◽  
pp. 137-148 ◽  
Author(s):  
Nancy Charron ◽  
Lundy Lewis ◽  
Michael Craig
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Humanoid Robot ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Robotic Therapy ◽  
School Year ◽  
Students With Autism ◽  
Viable Method

The purpose of this article is to describe a possible methodology for developing joint attention skills in students with autism spectrum disorder. Co-robot therapy with the humanoid robot NAO was used to foster a student’s joint attention skill development; 20-min sessions conducted once weekly during the school year were video recorded and analyzed for joint attention. Robot therapy may be a viable method to improve communication skills in individuals identified with autism spectrum disorder. This particular student was clearly motivated by working with a humanoid robot.

Efficacy of Paraprofessional-Implemented Video Prompting to Teach Vocational Skills to Students With Autism Spectrum Disorder

2017 ◽  
Vol 41 (2) ◽  
pp. 68-76 ◽  
Author(s):  
Rachel L. Seaman ◽  
Helen I. Cannella-Malone ◽  
Matthew E. Brock ◽  
Scott A. Dueker
Keyword(s):  
Autism Spectrum Disorder ◽  
Skill Acquisition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Fidelity ◽  
Video Prompting ◽  
Vocational Skills ◽  
Additional Training ◽  
New Students ◽  
Students With Autism

Researchers have previously shown that video prompting can promote vocational skill acquisition for students with autism, and in a prior study, we demonstrated a model to train a paraprofessional to implement this practice. In this study, we evaluated (a) the degree to which the paraprofessional generalized implementation to new students and situations, and (b) the degree to which his implementation resulted in participants acquiring a vocational skill. The paraprofessional implemented the video prompting procedure with high fidelity without any additional training, and all three participants mastered the photocopying skill and generalized their implementation. These results suggest that focused coaching on video prompting implementation with one student may enable paraprofessionals to effectively generalize implementation when targeting similar skills with other students.

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