ENGAGING YOUNG CHILDREN WITH AUTISM IN CAREGIVER-IMPLEMENTED SHARED READING: A REVIEW AND CALL FOR RESEARCH
Abstract This comprehensive review examines the current state of research on caregiver-implemented shared reading interventions for young children with autism spectrum disorder (ASD). Shared reading, a foundational literacy activity that involves caregivers and children jointly engaging with books, has shown promise as an intervention approach for promoting language development, social communication, and early literacy skills in young children with ASD. Background The Importance of Shared Reading Shared reading experiences provide numerous benefits for typical development:
EMPOWERING YOUNG ADULTS WITH SIGNIFICANT DISABILITIES TO LEARN NEW EMPLOYMENT SKILLS THROUGH SELF-DIRECTED VIDEO-BASED INSTRUCTION
Abstract This groundbreaking study investigates the effectiveness of self-directed video-based instruction (VBI) as a tool for empowering young adults with significant disabilities to independently learn new employment skills. The research addresses a critical gap in vocational preparation for individuals who may require more intensive support to achieve employment success. Key Findings The study demonstrates that when young adults with significant disabilities are provided with appropriately designed video-based instructional materials, they can:
PRACTITIONER-IMPLEMENTED VIDEO PROMPTING ON VOCATIONAL SKILLS OF STUDENTS WITH SIGNIFICANT INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
Abstract This study investigates the effectiveness of practitioner-implemented video prompting as an intervention for teaching essential vocational skills to students with significant intellectual and developmental disabilities (IDD). The research addresses the critical need for evidence-based practices that can be feasibly implemented by educators and service providers in real-world settings. Background Students with significant intellectual and developmental disabilities face substantial barriers to employment, with unemployment rates remaining disproportionately high. Traditional training methods often require intensive one-on-one instruction, making them resource-intensive and difficult to scale. Video prompting offers a promising alternative that can provide consistent, repeatable instruction while reducing the burden on practitioners.
SYSTEMATIC REVIEW OF VIDEO-BASED INSTRUCTION TO TEACH EMPLOYMENT SKILLS TO SECONDARY STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
Abstract Individuals with intellectual and developmental disabilities (IDD) have significantly lower employment rates than those without disabilities, with studies showing employment rates as low as 14% for adults with IDD. This systematic review examined the application and effectiveness of video-based instruction (VBI) as an intervention to teach employment skills to secondary students with intellectual and developmental disabilities, with the goal of improving their post-school employment outcomes. Methodology This systematic review followed PRISMA guidelines and included a comprehensive search of multiple databases including:
TAP TO SKILL: USING SELF-DIRECTED VIDEO PROMPTING TO PROMOTE INDEPENDENCE IN INCLUSIVE SCHOOL SETTINGS
About TAP To SKILL TAP To SKILL (Technology-Assisted Prompting To Support Knowledge, Independence, Learning, and Life skills) represents a groundbreaking approach to supporting students with disabilities in inclusive school settings. This innovative intervention harnesses the power of self-directed video prompting to promote independence and skill acquisition within general education environments. The Challenge Inclusive education aims to provide all students with opportunities to learn alongside their peers in general education classrooms. However, students with disabilities often require additional support to fully participate and demonstrate independence in these settings. Traditional support models may inadvertently create dependence on adult assistance, limiting opportunities for self-determination and autonomous learning.
APPLYING VIDEO-BASED INSTRUCTION ON EMPLOYMENT SKILL ACQUISITION AMONG SECONDARY STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES
I am pleased to share my dissertation with you! It explores the theme of applying video-based instruction on employment skill acquisition among secondary students with intellectual and developmental disabilities (IDD). It consists of an introduction, three stand-alone papers, and a research statement. Chapter 1 presents the overview of the current competitive integrated environment (CIE) among individuals with IDD and video-based instruction which lays a foundation for the development of Chapters 2 and 3. Chapter 2 presents a literature review on the efficacy of VBI on employment skill acquisition of secondary students with IDD. Chapter 3 extends this literature by describing an experimental analysis of self-directed video prompting on vocational skills. Chapter 4 is a practitioner paper that maps a framework for preparing and implementing self-directed video prompting. Chapter 5 provides a research statement that discusses how my project findings fit in with the current literature and how my future research will contribute to promoting CIE of individuals with IDD.
RECESS SHOULD INCLUDE EVERYONE: A SCOPING REVIEW OF INTERVENTIONS DESIGNED TO IMPROVE SOCIAL AND PLAY OUTCOMES FOR ELEMENTARY STUDENTS WITH DEVELOPMENTAL DISABILITIES AT RECESS
Recess represents a rich opportunity for social development, but students with intellectual and developmental disabilities (IDD) often do not fully realize these benefits. In this systematic review, we review 37 experimental studies in which students with IDD received interventions designed to improve social outcomes at recess. Overall, these studies provide strong scientific evidence that focused intervention can produce medium to large effects on peer interaction and peer play. A subset of studies reported effects on social skills and social status, although the presence and magnitude of effects was variable. Studies tended to focus on students with autism who did not have intellectual disability and involved a combination of classroom-based social skills instruction and support on the playground from peers or adults. We recommend that special educators deliver this combination of strategies to students with autism. Further research is needed for students with intellectual disability or multiple disabilities.
YOUTH WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES DIRECTING THEIR OWN LEARNING
I am pleased to share with you a poster I presented the other day at West Central School where I discuss how young people can direct their own learning through video prompting. You can download the full version here. The key questions that I am discussing are Is there a functional relation between self-directed VP and vocational skill acquisition for secondary students with IDD? To what extent do students with IDD generalize self-directed VP to new vocational tasks? To what extent do students with IDD naturally fade their video prompts? Does their efficiency in completing tasks improve as the prompts are faded?
USING A JOB-MATCHING ASSESSMENT TO INFORM SKILLS TO TARGET WITH VIDEO PROMPTING
Job-matching assessments have been used to pair potential employees with jobs that align with their interest and skill. The objective of this study was to explore whether these assessments could be used to identify target skills that, once acquired, could increase the job match potential. We used a teacher-as-rater vocational fit assessment (VFA) job-matching report in the pre-intervention session to identify skills the teacher perceived as needing intervention and conducted the VFA again during the post-intervention session to evaluate the effects of intervention in modifying the rating of the VFA. This study utilized a multiple baseline across participants’ design to evaluate the effectiveness of video prompting to teach three transition-age students with intellectual and developmental disabilities to sort library books.
COMPLICATIONS AND SIDE EFFECTS ASSOCIATED WITH A LACK OF TOILETING SKILLS
Abstract This chapter provides a comprehensive examination of the multifaceted complications and side effects that arise from persistent toileting skill deficits. Individuals who do not acquire toileting skills during early childhood face increased risks for medical complications, social exclusion, and significantly diminished quality of life across developmental stages. Understanding Toileting Skill Deficits Persistent toileting skill deficits represent a complex interplay of factors that can significantly impact an individual’s health, social participation, and overall well-being. These deficits are particularly common among individuals with: