Search results for author:"Ashley L. Foster"
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Comparing the Effects of Commercially Available and Custom-Made Video Prompting for Teaching Cooking Skills to High School Students with Autism
Linda C. Mechling; Kevin M. Ayres; Ashley L. Foster; Kathryn J. Bryant
Remedial and Special Education Vol. 34, No. 6 (2013) pp. 371–383
The study compared the effects of using commercially available and custom-made video prompts on the completion of cooking recipes by four high school age males with a diagnosis of autism. An adapted alternating treatments design with continuous...
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Comparison of the Effects of Continuous Video Modeling, Video Prompting, and Video Modeling on Task Completion by Young Adults with Moderate Intellectual Disability
Linda C. Mechling; Kevin M. Ayres; Kathryn J. Bryant; Ashley L. Foster
Education and Training in Autism and Developmental Disabilities Vol. 49, No. 4 (December 2014) pp. 491–504
This study compared the effects of three procedures (video prompting: VP, video modeling: VM, and continuous video modeling: CVM) on task completion by three high school students with moderate intellectual disability. The comparison was made across...
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Continuous Video Modeling to Assist with Completion of Multi-Step Home Living Tasks by Young Adults with Moderate Intellectual Disability
Linda C. Mechling; Kevin M. Ayres; Kathryn J. Bryant; Ashley L. Foster
Education and Training in Autism and Developmental Disabilities Vol. 49, No. 3 (September 2014) pp. 368–380
The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video...