Search results for author:"Kevin M. Ayres"
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Acquisition and Generalization of Purchasing Skills Using a Video Enhanced Computer-Based Instructional Program
Kevin M. Ayres; John Langone
Journal of Special Education Technology Vol. 17, No. 4 (2002) pp. 15–28
Three elementary students with mental retardation used a computer-based instructional package to practice purchasing skills and the dollar plus strategy. The instructional package utilized video footage and a constant time delay procedure to...
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Video Supports for Teaching Students with Developmental Disabilities
Kevin M. Ayres; John Langone
Journal of Special Education Technology Vol. 23, No. 3 (2008)
Educators have used video technology in a variety of ways to address the educational needs of students with and without disabilities. This article addresses some of the historical and theoretical perspectives related to video to broadly illustrate...
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Acquisition and Generalization of Chained Tasks Taught with Computer Based Video Instruction to Children with Autism
Kevin M. Ayres; Amy Maguire; Desiree McClimon
Education and Training in Developmental Disabilities Vol. 44, No. 4 (December 2009) pp. 493–508
Three elementary aged students with autism participated in an evaluation of computer based video instruction that targeted functional life skills. The effects of the software were analyzed in the context of a multiple probe design across and...
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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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Embedded Video and Computer Based Instruction to Improve Social Skills for Students with Autism
Amber Simpson; John Langone; Kevin M. Ayres
Education and Training in Developmental Disabilities Vol. 39, No. 3 (2004) pp. 240–252
Effects of combining video and computer based instruction to teach social skills to four students with autism were evaluated with a multiple probe design across behaviors. The teacher designed a computer based program with embedded video clips of...
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The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom
David Cihak; Cynthia Fahrenkrog; Kevin M. Ayres; Catherine Smith
Journal of Positive Behavior Interventions Vol. 12, No. 2 (2010) pp. 103–115
This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four ...
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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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Computer-Based Instruction for Purchasing Skills
Kevin M. Ayres; John Langone; Richard T. Boon; Audrey Norman
Education and Training in Developmental Disabilities Vol. 41, No. 3 (2006) pp. 253–263
The purpose of this study was to investigate use of computers and video technologies to teach students to correctly make purchases in a community grocery store using the dollar plus purchasing strategy. Four middle school students diagnosed with...
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Using an iPad Application to Promote Early Literacy Development in Young Children with Disabilities
Zhen Chai; Cynthia O. Vail; Kevin M. Ayres
Journal of Special Education Vol. 48, No. 4 (February 2015) pp. 268–278
This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0- to 5-s constant time delay procedures in the context of a multiple-probe...
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Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to Facilitate Self-Monitoring in the General Education Classroom
David F. Cihak; Rachel Wright; Kevin M. Ayres
Education and Training in Autism and Developmental Disabilities Vol. 45, No. 1 (March 2010) pp. 136–149
This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms. The percentage of intervals...
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Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders
Tracy L. Blankenship; Kevin M. Ayres; John Langone
Journal of Special Education Technology Vol. 20, No. 2 (2005) pp. 15–23
Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across ...
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Using Antecedent Physical Activity to Increase On-Task Behavior in Young Children
Sara Luke; Cynthia O. Vail; Kevin M. Ayres
Exceptional Children Vol. 80, No. 4 (July 2014) pp. 489–503
A withdrawal design was used to investigate how physical activity affects on-task behavior of young children with significant developmental delays in a special education preschool classroom. Five preschool age children with significant developmental ...
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Effects of Computer and Classroom Simulations to Teach Students with Various Exceptionalities to Locate Apparel Sizes
Virginia Bramlett; Kevin M. Ayres; Karen H. Douglas; David F. Cihak
Education and Training in Autism and Developmental Disabilities Vol. 46, No. 3 (September 2011) pp. 454–469
This study evaluated the effects of simulation training to teach functional community skills to four students with developmental disabilities in middle school. A multiple probe across participants and multiple probe across behaviors allowed for an...
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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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Effectiveness of Video Modeling to Teach "iPod" Use to Students with Moderate Intellectual Disabilities
Diana L. Hammond; Abigail D. Whatley; Kevin M. Ayres; David L. Gast
Education and Training in Autism and Developmental Disabilities Vol. 45, No. 4 (December 2010) pp. 525–538
The primary purpose of this study was to examine the effects of video modeling delivered via computer on accurate and independent use of an iPod by three participants with moderate intellectual disabilities. In the context of combined multiple...
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Expanding Literacy for Learners with Intellectual Disabilities: The Role of Supported eText
Karen H. Douglas; Kevin M. Ayres; John Langone; Virginia Bell; Cara Meade
Journal of Special Education Technology Vol. 24, No. 3 (2009) pp. 35–44
A series of single-subject experiments were conducted to evaluate the effects of presentational, translational, illustrative, instructional, and summarizing supports on the reading and listening comprehension of students with moderate intellectual...
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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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The Effectiveness of Electronic Text and Pictorial Graphic Organizers to Improve Comprehension Related to Functional Skills
Karen H. Douglas; Kevin M. Ayres; John Langone; Virginia Bell Bramlett
Journal of Special Education Technology Vol. 26, No. 1 (2011) pp. 43–56
This study evaluated the effects of a computer-based instructional program to assist three students with mild to moderate intellectual disabilities in using pictorial graphic organizers as aids for increasing comprehension of electronic text-based...
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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...