Search results for author:"Kevin M. Ayres"
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A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes
Linda C. Mechling; Kevin M. Ayres
Journal of Autism and Developmental Disorders Vol. 42, No. 11 (November 2012) pp. 2364–2373
The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school...
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Continuous Video Modeling to Prompt Completion of Multi-Component Tasks by Adults with Moderate Intellectual Disability
Linda C. Mechling; Kevin M. Ayres; Kaitlin Purrazzella; Kimberly Purrazzella
Education and Training in Autism and Developmental Disabilities Vol. 49, No. 1 (March 2014) pp. 3–16
This investigation examined the ability of four adults with moderate intellectual disability to complete multi-component tasks using continuous video modeling. Continuous video modeling, which is a newly researched application of video modeling,...
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Comparison of Methods for Demonstrating Passage of Time When Using Computer-Based Video Prompting
Linda C. Mechling; Kathryn J. Bryant; Galen P. Spencer; Kevin M. Ayres
Education and Training in Autism and Developmental Disabilities Vol. 50, No. 1 (March 2015) pp. 56–70
Two different video-based procedures for presenting the passage of time (how long a step lasts) were examined. The two procedures were presented within the framework of video prompting to promote independent multi-step task completion across four...
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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...
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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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Evaluating the Effects of a Video Prompt in a System of Least Prompts Procedure
Katie A. Smith; Kevin M. Ayres; Linda C. Mechling; Jennifer L. Alexander; Theologia K. Mataras; Sally B. Shepley
Career Development and Transition for Exceptional Individuals Vol. 38, No. 1 (May 2015) pp. 39–49
The purpose of this study was to evaluate the effects of a system of least prompts procedure with a video prompt serving as the model in teaching office tasks to three high school students with moderate intellectual disability. A multiple probe...