Examining the Effectiveness of Video Instruction on Teaching Daily Living Skills to Adolescents and Young Adults With Intellectual Disability

Independently performing essential daily living skills enables individuals to become more self-sufficient adults. Those with intellectual disability (ID) tend to require direct instruction and repetition to successfully aquire everyday tasks. Many adults with ID continue to show deficits in this domain, affecting independent living abilities (Luftig & Muthert, 2005). Video-based instruction holds promise in increasing autonomous functioning while decreasing reliance on staff. This review of the literature examines the effectiveness of using video instruction (VI) to teach daily living skills to adolescents and young adults with ID. Acquisition, generalization, and maintenance of target skills are examined across the literature. A total of 12 empirical articles on VI were reviewed, all published between 2006-2017. Findings support the use of VI when teaching daily living skills to adolescents and adults with mild or moderate ID. Implications for research and practice are offered

Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment

The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of post secondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity. The purpose of this study was to examine the effectiveness and participant perceptions of implementing the constant time delay (CTD) procedure, using a four second delay interval between presentation of the stimulus and providing a controlling prompt, when teaching students with ASD and ID during community-based instruction (CBI). Additionally, eCoaching, using bug-in-ear (BIE) technology, was used to coach the teacher interventionist. A multiple probe design across participants was used to evaluate the effects of the CTD with eCoaching intervention package on participants’ ability to independently sort and arrange clothing in sequential order by size in a local department store. The procedural fidelity of the teacher interventionist implementing CTD while receiving eCoaching, which consisted of real-time praise and corrective feedback, also was measured. Utilizing eCoaching while applying the CTD procedure resulted in consistently high rates of procedural fidelity. Correspondingly, the results demonstrated that young adult students rapidly acquired, generalized, and maintained the newly learned sorting skills up to three weeks post-intervention. All participants highly rated the CTD with eCoaching intervention package in terms of its effectiveness and desire for continued teaching and learning use of the procedure. Last, the discussion focuses on implications for practical application and future research

Practice With Feedback Makes Permanent: eCoaching Through Online Bug-in-Ear During Clinical Experiences

Federal mandates (e.g., Every Student Succeeds Act [ESSA], 2015) require special educators to use evidence-based practices (EBP) when working with K-12 students. However, for this expectation to become a reality, teacher educators must make changes in educator preparation program (EPP) curriculum, policy, coursework, and clinical experiences (Kolb et al., 2018). The need for changesin EPP clinical experiences has been underscored by the Council for Exceptional Children’s (CEC’s) shift from knowledge to practice-based standards for special educators (CEC, 2020). Real-time performance feedback (PF) delivered via online bug-in-ear (BIE) technology is an EBP (Sinclair, 2020) for coaching and supervising during early, mid, and late clinical experiences. In this article,we offer a rationale for making widespread, digital-age changes to coaching and supervising, through online BIE; provide an overview of relevant research; and offer guidance and recommendations for successful online BIE integration during EPP clinical experiences

Parent Reports of Executive Functions in Students With Learning Disability

This study examines the results of the Behavior Rating Inventory of Executive Function (BRIEF-2) (Gioia et al., 2015) reported by parents of children with Specific Learning Disability (LD) and/or other comorbid disabilities. LD is most notably associated with comorbid attention deficit hyperactivity disorder (ADHD) (Alloway & Stein, 2014; Westby &Watson, 2004; Willcutt et al., 2013). A total of 43 parents completed the BRIEF-2 rating scale. Findings suggest children with LD and ADHD display greater challenges with inhibition, working memory, planning, along with greater challenges in organization and metacognition. Parents of children with LD reported their children have greater levels of executive function difficulties in comparison to children with LD who do not have a secondary diagnosis of ADHD

Lessons Learned: What the COVID-19 Global Pandemic Has Taught Us about Teaching, Technology and Students with Autism Spectrum Disorder

Purpose. This paper examines the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD). Design/methodology/approach. A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic. Findings. Four themes emerged from the interview. Three of these included adjustments to changes in 1) routines and roles, 2) instruction, and 3) social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virtual learning environments for students with ASD were reported in our parent interview. Practical Implications. This research provides insight regarding the impact of COVID-19 and highlights elements that should be considered involving technology for students with ASD. Increased awareness regarding the benefits and contraindications of technology while teaching students with ASD can minimize the adverse effects and enhance the positive impact of technology in students with ASD. Originality/value. This work shares the experiences of one parent of a child with ASD and their experiences with technology and learning during COVID-19

Effects of E-Coaching During Mursion™ Simulations On the Occurrence and Variety of Behavior Specific Praise

We used a concurrent multiple-baseline research design replicated across participants to evaluate the effects of eCoaching on increasing the delivery and maintenance of behavior specific praise (BSP) in a mixed-reality Mursion™ classroom simulation. Participants consisted of four master’s students in a special education program. Results showed noteworthy increases in the rate and percent participants gave BSP during the intervention condition. Additionally, praise variety increased in all participants, and high rates of BSP were observed as the intervention was faded and removed all together. Our study extends the extant literature on an emerging evidencebased practice (i.e., BSP) and helps validate eCoaching and an effective method for providing immediate feedback during Mursion™ classroom simulations

The Effects of Teacher-Delivered E-Coaching on Paraeducators and Students

Paraeducators play a vital role in providing special education services to students with disabilities, yet they often enter the classroom with inadequate training. Using a multiplebaseline across participants research design, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered to paraeducators on their use of behavior specific praise (BSP) while working 1:1 with transition-age students with autism spectrum disorder (ASD). Results showed all paraeducators used optimal rates of BSP during the intervention condition while receiving immediate feedback from the special education teacher (i.e., eCoach). High rates of BSP were sustained over time, and changes in expressive social and communicative behaviors in students were observed in relation to the intervention. Our findings extend the literature on BSP and have merit to help establish BIE coaching as an evidence-based practice (EBP) for paraeducators

Administrators\u27 Roles in the Use and Training of Evidence-Based Practices for Students with Autism Spectrum Disorder

Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these practices have undergone a rigorous identification process, less is known about the level of training and confidence in implementation of these instructional practices by education professionals who work with students with ASD. Our study assessed education professionals\u27 (including administrators, teachers, and related services personnel) ratings of their level of training, confidence in implementation, and frequency of implementation of the NPDC\u27s 27 EBPs for students with ASD. We found that, overall, educators reported low levels of training, low confidence, and low frequency of implementation of EBPs. Perhaps most alarming was the high percentage of educational professionals who reported they did not feel confident in their ability to implement identified EBPs. These findings highlight the need to provide quality training opportunities to educators to ensure school systems are meeting the unique needs of students with ASD. Administrators, in particular, need to consider their own levels of training and confidence of implementing EBPs as they oftenmake decisions or provide input regarding professional development opportunities as well as influence decisions about students, such as placement and services provided

Effects of Teacher-Delivered eCoaching on Paraeducators and Students with Autism Spectrum Disorder

Paraeducators often support students with the most intensive academic, life, and behavioral needs, which includes students with intellectual and other developmental disabilities (IDD; e.g., autism spectrum disorder; ASD), yet they typically enter the classroom with inadequate preparation to perform their roles effectively. Using a multiple-baseline research design replicated across participants, we evaluated the effects of job-embedded bug-in-ear (BIE) coaching delivered by the teacher on paraeducators’ use of behavior specific praise (BSP) while teaching transition-age students with ASD. Findings confirmed each of the three paraeducators immediately increased the percentage of occurrence and rate per minute in which they offered BSP. They sustained these high levels during fading. Further, the special education teacher, who served as the eCoach, and the paraeducators reported BIE was an effective form of paraeducator professional development. Finally, changes in expressive social and communicative behaviors were observed in student participants as a result of the intervention. These results extend literature on BSP and also help establish BIE coaching as an evidence-based practice for paraeducators

Building Collaborative Partnerships to Increase Postsecondary Education Opportunities for Students with Intellectual and Developmental Disabilities

Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across models: establishing and maintaining collaborative partnerships between school districts and IHE. This paper describes PSE program models and highlights the necessity to continue to build partnerships in an effort to expand PSE opportunities for young adults with IDD