Babb (2017) 9/17/17
aac.psu.edu 1
The use of interac/ve video VSD to support learning and communica/on for an
adolescent with ASD in a voca/onal se;ng
Colloquium Fall 2017
Salena Babb, Jessica Gormley, Janice Light, and David McNaughton
Background & Ra/onale
• Less than 5% of individuals with complex communicaOon needs are employed • (e.g., McNaughton & Bryen, 2002)
• AAC intervenOons must also focus on parOcipaOon within the natural environment. • Limited research to guide intervenOons to maximize the parOcipaOon of individuals with complex communicaOon needs in real-‐world contexts (Light & McNaughton, 2015).
• Many individuals with CCN are limited in their communicaOon and parOcipaOon in vocaOonal and independent living acOviOes. • CommunicaOon is a tool that allows individuals to parOcipate in society • AAC intervenOons must focus on parOcipaOon within the natural environment
Background & Ra/onale • Light, McNaughton, and Jakobs (2014) proposed the use of videos with integrated VSDs to facilitate parOcipaOon and communicaOon within daily acOviOes.
• “…automaOc pausing of the video at key segues in the event marks the appropriate opportunity for parOcipaOon and communicaOon, and provides the necessary vocabulary within the VSD for the individual who uses AAC to fulfill the communicaOon demands at that point.” • “Apps that support videos with integrated VSDs capture the dynamic rouOnes within the learner’s life (e.g., school, work, community acOviOes) and step the learner through the acOviOes, one step at a Ome, fostering greater parOcipaOon and communicaOon.”
• Light, J., McNaughton, D., & Jakobs, T. (2014).
Research Ques/on
• Is there a funcOonal relaOon between videos with integrated VSDs on the EasyVSD applicaOon to increase the percent of steps completed and communicaOon opportuniOes fulfilled during vocaOonal acOviOes for an adolescent with ASD and complex communicaOon needs (CCN)?
Babb (2017) 9/17/17
aac.psu.edu 2
Par/cipant & Se:ng
• 18 year old male with auOsm • High school student • No funcOonal speech
• A few signs – mostly yes/no, thank you
• Prompt dependent
• Local elementary school library • 3 tasks – Checking in books, pueng away/sorOng books, and making dye cuts
Research Design • MulOple Baseline design across three behaviors • Variables:
• IV -‐ EasyVSD applicaOon • DV -‐ percent of steps completed and communicaOon opportuniOes in TA
• Stages: • Baseline, IntervenOon, Maintenance, GeneralizaOon
• Video prompOng • Task Analysis
• ‘chunked’ steps • Ecologically valid
Procedures • Baseline Probes
• Researcher provides iniOal cue (It’s Ome to_____ (at the beginning of the task) • no instrucOonal feedback provided • wait 5 seconds
• if no response, or an error occurs (student begins to incorrectly complete step or complete a step out of sequence) • intervenOonist blocks view if possible
• intervenOonist completes step • ‘What’s next?’
• Model • Goal of the model – teach parOcipant how to navigate through the app
• InstrucOonal Sessions • if no response to tablet (parOcipant doesn’t click
on the video, press ‘play’ on video, or iniOate step within 5 sec of watching the video) –
• Least to most prompOng hierarchy (a) gesture (b) verbal prompt (c) physical prompt
• If error occurs in performing the task, go to physical prompt and model the correct response.
Procedures
• IntervenOon • intervenOonist sets tablet to target skill • Researcher provides iniOal cue (It’s Ome to_____ (at the beginning of the task) • no instrucOonal feedback provided • wait 5 seconds
• if no response, or an error occurs (student begins to incorrectly complete step or complete a step out of sequence) • intervenOonist blocks view if possible • intervenOonist completes step • ‘What’s next?’
• IntervenOon Effect: • ParOcipant completes 3 steps in the TA
above the highest baseline probe for 3 consecuOve sessions before moving onto the next skill
• Mastery: • 3 consecuOve data points above 80% • disconOnue instrucOonal sessions aler
mastery is achieved • if parOcipant drops below 80% aler
mastery reinstate instrucOonal sessions
Babb (2017) 9/17/17
aac.psu.edu 3
Task Analysis: Checking In Books 1. Ask to check in the books: Can I check the books in 2. Go to the desk and pull out the drawer 3. Take the books out and put them on the counter 4. Close the drawer and push it under the counter 5. Sit in the chair and type “B Enter” 6. Pick up the book, scan it, and put it on the counter 7. Ask to check for extra books: Can I check for extra books? 8. Walk around and look for books 9. Bring the books to the desk 10. Sit in the chair and type B Enter 11. Pick up the book, scan it, and place it on the counter 12. Tell staff member you are finished: I am finished checking in the books.
Task Analysis: Pu:ng Books Away 1. Ask to put the books away: Can I put the books away? 2. Pick up the box of books 3. Bring the box to the table 4. Empty the books on to the table 5. Sort the books into piles based on categories 6. Ask a staff member to check your work: Can you check my work? 7. Tell a staff member you are going to put the books away: I’m going to put the
books on the shelf 8. Pick up the books and take them to the bookshelves 9. Put the books in the correct place on the shelf 10. Return the box 11. Tell a staff member you are finished: I am finished puAng the books away
Data Collec/on
• Data for the percentage of steps completed
• calculated by dividing the number of steps completed independently by the total number of steps for the task
• tasks coded as either correct or incorrect
• All sessions recorded – used for IOA and procedural integrity
Babb (2017) 9/17/17
aac.psu.edu 4
Results
Session Number
Percen
tage of tasks com
pleted
inde
pend
ently
Task #4 Shredding -‐ GeneralizaOon
Results: Checking In Books and Sor/ng
Task 1 Baseline: = 8% on average across 5 baseline sessions Task 1 IntervenOon= -‐Probe 1 = 42% -‐Probe 2= 100% -‐Probe 3 = 75% -‐Probe 4= 100% -‐Probe 5 = 100% -‐Probe 6 – 100% Maintenance = -‐Probe 1 = 100% -‐Probe 2 = 90% -‐Probe 3 = 100%
Percen
tage of tasks com
pleted
inde
pend
ently
Session Number
Task 2 Baseline: = 5% over 6 baseline sessions Task 2 IntervenOon = -‐Probe 1 = 90% -‐Probe 2 = 90% -‐Probe 3 = 90% Maintenance = -‐Probe 1 = 100% -‐Probe 2 = 90% -‐Probe 3 = 90%
Results: Dye Cuts and Shredding
Percen
tage of tasks com
pleted
inde
pend
ently
Task 3 Baseline: = 15% over 8 baseline sessions Task 3 IntervenOon = -‐Probe 1 = 50% -‐Probe 2 = 86% -‐Probe 3 = 93% -‐Probe 4 = 86%
Task 4 Baseline: = 9% over 5 baseline sessions Task 3 IntervenOon = -‐Probe 1 = 63%
Babb (2017) 9/17/17
aac.psu.edu 5
Implica/ons • Results may provide preliminary evidence that videos with integrated VSDs may serve as an effecOve means to maximize independent parOcipaOon and communicaOon for individuals with CCN and ASD in real world contexts. • This assisOve technology could reduce dependence on aides (e.g., job coaches, paraprofessionals) and create increased opportuniOes for employment and independent parOcipaOon in meaningful community acOviOes. • Contributes to and supports AAC intervenOon research literature in conducOng studies within real world contexts in order to support meaningful parOcipaOon in community acOviOes for individuals with disabiliOes.
Next Steps
• LL PSU Sharing Study • Non-‐present talk
• What did you do in class? • ParOcipant uses vVSD with embedded hot spots to discuss
• Extending to more parOcipants across seengs
Acknowledgements
• Project supported by the NaOonal InsOtute on Disability, Independent Living, and RehabilitaOon Research (NIDILRR)-‐ Grant # 90RE5017, RERC on AAC.