Teaching Students with Developmental Disabilities to Operate an iPod Touch[R] to Listen to Music
Debora M. Kagohara, Jeff Sigafoos, Donna Achmadi, Larah van der Meer, Mark F. O'Reilly, Giulio E. Lancioni
Research in Developmental Disabilities Volume 32, Number 6, ISSN 0891-4222
We evaluated an intervention procedure for teaching three students with developmental disabilities to independently operate a portable multimedia device (i.e., an iPod Touch[R]) to listen to music. The intervention procedure included the use of video modeling, which was presented on the same iPod Touch[R] that the students were taught to operate to listen to music. Four phases (i.e., baseline, intervention, fading, and follow-up) were arranged in accordance with a delayed multiple-probe across participants design. During baseline, the students performed from 25 to 62.5% of the task analyzed steps correctly. With intervention, all three students correctly performed 80-100% of the steps and maintained this level of performance when video modeling was removed and during follow-up. The findings suggest that the video modeling procedure was effective for teaching the students to independently operate a portable multimedia device to access age-appropriate leisure content. (Contains 1 figure and 1 table.)
Kagohara, D.M., Sigafoos, J., Achmadi, D., van der Meer, L., O'Reilly, M.F. & Lancioni, G.E. (2011). Teaching Students with Developmental Disabilities to Operate an iPod Touch[R] to Listen to Music. Research in Developmental Disabilities, 32(6), 2987-2992.