Does the Voice Matter? Impact of Voice-Over Instructions on Task Acquisition and Prompting Levels in Video Prompting

Total views: 122 | Open access Open Access

Authors

https://doi.org/10.33700/jhrs.2.3.90

Keywords:

video prompting, voice-over instruction, daily living skills, intellectual impairment

Abstract

Introduction: Opportunities are increasing for individuals with disabilities to live independently. Video prompting is important to increasing independence through observation and imitation of specific behaviors or skills. However, the impact of voice-over instructions has yet to be studied.

Aims: The aim of this study was to evaluate the impact of voice-over instructions on teaching daily living skills to three individuals with disabilities via video prompting.

Method: A single-subject adapted alternating treatment design was used. Two versions of each intervention video were created by the researchers and alternated: one without and one with step-by-step voice-over instructions. Four skills were selected: (a) making a bowl of oatmeal, (b) microwaving popcorn, (c) starting a load of laundry, and (d) cleaning the microwave. Data were also collected on the number of prompts to use technology and the number of views for each step.

Results: Results showed that the presence of voice-over instructions led to higher levels of task acquisition for all the participants. The number of prompts to use technology decreased for two of the individuals after exposure to both instruction types. The number of views did not appear to be related to the presence of voice-over instructions.

Conclusion: Video prompting, with or without voice-over instructions, is an effective way to teach daily living skills and promote independence to individuals with intellectual disabilities.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Ryan Kellems, Brigham Young University, Provo, Utah, USA

Associate Professor in the CPSE department

References

Allen, K. D., Burke, R. V., Howard, M. R., Wallace, D. P., & Bowen, S. L. (2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disor-ders and intellectual disabilities. Journal of Autism and Developmental Disorders, 42(11), 2410–2419. https://doi.org/10.1007/s10803-012-1519-7 DOI: https://doi.org/10.1007/s10803-012-1519-7

Banda, D. R., Dogoe, M. S., & Matuszny, R. M. (2011). Review of video prompting studies with persons with developmental disabilities. Education and Training in Autism and De-velopmental Disabilities, 46(4), 514-527. https://www.jstor.org/stable/24232363

Bennett, K. D., Crocco, C., Loughrey, T. O., & McDowell, L. S. (2017). Effects of video prompting without voice-over narration among students with autism spectrum disor-der. Behavioral Development Bulletin, 22(1), 147–158. https://doi.org/10.1037/bdb0000058 DOI: https://doi.org/10.1037/bdb0000058

Bennett, K. D., Gutierrez, A., Jr., & Honsberger, T. (2013). A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with autism. Research in Autism Spectrum Disorders, 7, 1273–1281. http://dx.doi.org/10.1016/j.rasd.2013.07.013 DOI: https://doi.org/10.1016/j.rasd.2013.07.013

Bruininks, R. H., Woodcock, R. W., Weatherman, R. F., & Hill, B. K. (1996). Scales of Inde-pendent Behavior – Revised. Riverside Pub-lishing Co.

Cannella-Malone, H., Sigafoos, J., O'Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41(4), 344-356. https://www.jstor.org/stable/23879661

Cihak, D. F., Kessler, K., & Alberto, P. A. (2008). Use of a handheld prompting system to tran-sition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Train-ing in Developmental Disabilities, 43(1), 102-110. https://www.jstor.org/stable/23879747

Crane, L., Goddard, L., & Pring, L. (2009). Senso-ry processing in adults with autism spectrum disorders. Autism, 13(3), 215-228. https://doi.org/10.1177/1362361309103794 DOI: https://doi.org/10.1177/1362361309103794

Day-Watkins, J., Pallathra, A. A., Connell, J. E., & Brodkin, E. S. (2018). Behavior skills train-ing with voice-over video modeling. Journal of Organizational Behavioral Management, 38(2-3), 258-273. https://doi.org/10.1080/01608061.2018.1454871 DOI: https://doi.org/10.1080/01608061.2018.1454871

Dillon, L. H. (2019, August 9). How to calculate interobserver agreement. Applied Behavior Analysis. Retrieved December 9, 2022, from https://www.appliedbehavioranalysis.com/how-to-calculate-interobserver-agree-ment/#:~:text=1%20Mark%20all%20the%20inter-vals%20where%20both%20observers,total%20number%20of%20intervals%20and%20multiply%20by%20100

Kaya, F., & Yucesoy-Ozkan, S. (2022). Self-directed video prompting with and without voice-over narration in teaching daily living skills to students with autism spectrum dis-order. Education and Treatment of Children, 45, 1-15. https://doi.org/10.1007/s43494-021-00060-4 DOI: https://doi.org/10.1007/s43494-021-00060-4

Kellems, R. O., & Morningstar, M. E. (2012). Us-ing video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career De-velopment and Transition for Exceptional Individuals, 35(3), 155-167. https://doi.org/10.1177/0885728812443082 DOI: https://doi.org/10.1177/2165143412443082

Mason, R. A., Ganz, J. B., Parker, R. I., Burke, M. D., & Camargo, S. P. (2012). Moderating fac-tors of video-modeling with other as model: A meta-analysis of single-case studies. Re-search in Developmental Disabilities, 33(4), 1076-1086. https://doi.org/10.1016/j.ridd.2012.01.016 DOI: https://doi.org/10.1016/j.ridd.2012.01.016

Matson, J. L., Hattier, M. A., & Belva, B. (2012). Treating adaptive living skills of persons with autism using applied behavior analysis: A review. Research in Autism Spectrum Dis-orders, 6(1), 271-276. https://doi.org/10.1016/j.rasd.2011.05.008 DOI: https://doi.org/10.1016/j.rasd.2011.05.008

Mechling, L. C., Ayres, K. M., Foster, A. L., & Bry-ant, K. J. (2013). Comparing the effects of commercially available and custom-made video prompting for teaching cooking skills to high school students with autism. Remedi-al and Special Education, 34(6), 371-383. https://doi.org/10.1177/0741932513494856 DOI: https://doi.org/10.1177/0741932513494856

Mechling, L. C., & Collins, T. S. (2012). Compari-son of the effects of video models with and without verbal cueing on task completion by young adults with moderate intellectual dis-ability. Education and Training in Autism and Developmental Disabilities, 47(2), 223-235. https://www.jstor.org/stable/23880102

Park, J., Bouck, E., & Duenas, A. (2018). The ef-fect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1). https://doi.org/10.1177/0162643418780464 DOI: https://doi.org/10.1177/0162643418780464

Rayner, C. (2011). Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Developmental Neu-rorehabilitation, 14(6), 339-347. https://doi.org/10.3109/17518423.2011.606508 DOI: https://doi.org/10.3109/17518423.2011.606508

Smith, M., Ayres, K., Mechling, L., & Smith, K. (2013). Comparison of the effects of video modeling with narration vs. video modeling on the functional skill acquisition of adoles-cents with autism. Education and Training in Autism and Developmental Disabilities, 48(2), 164-178. https://www.jstor.org/stable/23880637

The Prevention Group (2012). VideoTote (Version 0.8.4) [Mobile application software]. Re-trieved from https://itunes.apple.com

Wendling, B. J., Mather, N., & Schrank, F. A. (2009). Woodcock-Johnson III Tests of Cog-nitive Abilities. In J. A. Naglieri & S. Gold-stein Eds., Practitioner's guide to assessing intelligence and achievement (pp. 191–229). John Wiley & Sons Inc.

Wolery, M., Gast, D. L., & Hammond, D. (2010). Comparative intervention design. In D. L. Gast (Ed.), Single subject research method-ology in behavioral sciences (pp. 329–381). Routledge. DOI: https://doi.org/10.4324/9780203877937-12

Published

23.11.2023

How to Cite

Kellems, R., Clements, K., Osborne, K., & Dawson, K. (2023). Does the Voice Matter? Impact of Voice-Over Instructions on Task Acquisition and Prompting Levels in Video Prompting. Journal of Health and Rehabilitation Sciences, 3(1), 1–11. https://doi.org/10.33700/jhrs.2.3.90

Issue

Section

Autism Research

Citations

Metrics