title: Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability.
abstract: Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone(®) in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports.
authors.affiliation: Department of Communications Sciences and Special Education, The University of Georgia, Athens, GA, 30602, USA.
authors.forename: Katherine A
authors.initials: KA
authors.lastname: Smith
authors.affiliation: Department of Communications Sciences and Special Education, The University of Georgia, Athens, GA, 30602, USA.
authors.forename: Kevin A
authors.initials: KA
authors.lastname: Ayres
authors.affiliation: Department of Communications Sciences and Special Education, The University of Georgia, Athens, GA, 30602, USA.
authors.forename: Jennifer
authors.initials: J
authors.lastname: Alexander
authors.affiliation: Department of Special Education, Vanderbilt University, Nashville, TN, 37203, USA.
authors.forename: Jennifer R
authors.initials: JR
authors.lastname: Ledford
authors.affiliation: Department of Communications Sciences and Special Education, The University of Georgia, Athens, GA, 30602, USA. collinshepley@gmail.com.|Department of Early Childhood, Special Education, and Rehabilitation Counseling, The University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40506, USA. collinshepley@gmail.com.
authors.forename: Collin
authors.initials: C
authors.lastname: Shepley
authors.affiliation: Department of Communications Sciences and Special Education, The University of Georgia, Athens, GA, 30602, USA.|Department of Early Childhood, Special Education, and Rehabilitation Counseling, The University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40506, USA.
authors.forename: Sally B
authors.initials: SB
authors.lastname: Shepley
mesh_terms: D000293:Adolescent; D001321:Autistic Disorder / Q000523:psychology*; D003194:Computer-Assisted Instruction / Q000379:methods*; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005793:Generalization, Psychological; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D008297:Male; D055815:Young Adult
keywords: Autism; Daily living skills; Intellectual disability; Self-instruction; Video modeling; Vocational skills