PSY FPX 6313 Assessment 2 Reviewing the Research Increasing Daily Living Skills:
Developing Practical Capabilities
Autism spectrum disorder (ASD) is a neurological and developmental disability that affects about 1 in 36 children (CDC, 2023). Although ASD can be identified as early as 18 months, diagnoses are usually given at 2 years of age. The DSM-5 states that an individual must exhibit deficiencies in social-emotional reciprocity, nonverbal communication behaviors used for social interaction, building and maintaining relationships, and at least two of four types of restricted, repetitive behaviors in order to meet the diagnostic criteria for ASD.
Deficits in daily living skills (DLS), such as cleaning, time and money management, and personal hygiene, are frequently seen in people with ASD (Borca & Petrescu, 2022). Effective evidence-based techniques for teaching DLS have been found through research; these techniques include self-operated auditory cues, audio cuing, and video modeling. Learning DLS will help people become more independent and less reliant on others to carry out basic daily duties and self-care.
Related Assessments:
Examining the Study
Shipley-Benamou taught daily living skills to children with ASD through the use of video modeling. Three five-year-olds, two boys and one girl, who could follow directions in steps one through three and work on a task on their own for seven to twenty minutes, were the study’s participants(Hrabal et al., 2022). Data were gathered at baseline, intervention, replication probes, post-treatment, and a one-month follow-up as part of the researchers’ multiple probe design . Parents select life skills that they believe will help their child in their daily lives.
The child was given all the necessary materials and the talent was shown to them on a VHS. The introduction of the video modeling intervention resulted in a statistically significant improvement in the number of steps completed correctly across all individuals, reaching 100% accurate. After the removal of the video prompting, the data stayed consistent. One participant continued to perform the skill at 100% accuracy during the one-month follow-up period, while two subjects displayed a decline in skill performance to 80%. According to Hrabal et al., (2022), teaching daily life skills to children with ASD using video modeling is a very successful intervention.
PSY FPX 6313 Assessment 2 Reviewing the Research Increasing Daily Living Skills
PSY FPX 6313 Assessment 2 Reviewing the Research Increasing Daily Living Skills
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The use of audio cuing to support community work for people with intellectual impairments (ID) and ASD was studied by (Applewhite et al., 2022). Four people between the ages of 16 and 20 who had both an ID and an ASD participated in this study. All of the participants had started receiving services for employment skills training and had received special education services throughout their lives, although they had not yet found employment. Through the use of headphones and aural cues, participants were offered a job chance as mascots in retail environments. The volunteers were trained to interact with consumers and wear the costume by creating a retail store experience in the mascot costume warehouse.
Data collection during baseline, video modeling, auditory cueing, and in-store generalization were all part of the research design. Participants received verbal cues to engage in interactions with shoppers during the cuing phase. According to (Applewhite et al., 2022), audio cuing is a very successful tool for helping people with ASD and ID find jobs in the community. The information demonstrates that audio cuing greatly raised performance levels above the specified benchmarks.
The usefulness of self-operated audio prompts in fostering greater independence in self-care tasks for children with ASD was studied (Procedures Utilized in Self-Help Interventions for Elementary Aged Children with Autism: A Review – ProQuest, n.d.). Four kids, two boys and two girls, between the ages of six and eleven, made up the study’s subjects. Each individual has severe autism with ID ranging from moderate to severe. According to the ABLLS-R, each of the four kids is able to comprehend and carry out spoken directions. Self-operating auditory prompting systems (SOAPs) were utilized to educate pupils basic self-care actions like brushing their teeth and washing their hands using prerecorded spoken cues.
18–47% of the time, they independently finished the hand washing procedure. Their independence in finishing the processes increased to 88–100% once the SOAPs system was implemented. The baseline data showed that all individuals independently completed the processes of brushing their teeth 25–55% of the time. Brushing scores also increased. Their independence in finishing the processes grew to 77–100% once the SOAPs system was implemented. Self-operated auditory suggestions have been shown to be a very successful intervention for promoting independence in self-care chores.
PSY FPX 6313 Assessment 2 Reviewing the Research Increasing Daily Living Skills
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Research Ethics
Before performing an assessment or utilizing interventions, behavior analysts are required by BACB Ethics Code 2.11 to seek informed consent. All research subjects must provide informed consent, according to Code 6.04 (2020). The client or stakeholder must provide the behavior analyst with their informed consent. The stakeholders gave written agreement to Allen et al. Stakeholder consent was also obtained by Mays and Heflin and participant behavior was observed to guarantee voluntary participation.
In their research report, Shipley-Benamou et al did not say whether or not they had the stakeholders’ informed consent. According to the Capella Compassion Code (2024), social validity needs to be evaluated on a regular basis. Parents were asked to complete a survey created indicating whether they thought their child was “more independent,” “maybe a little more independent,” or “no more independent than before” when it came to using auditory cues to wash their hands and brush their teeth. Following the trial, each participant reported feeling more independent than they had previously.
According to BACB Ethics Code 6.02, behavior analysts are required to have official research committee approval before beginning any research (2020). The institutional review boards of the university and school system approved (Heflin, 2021) work, and the University of Nebraska Medical Center’s institutional review board approved the work. It did not say in their research report whether or not they had permission to carry out their study.
In Contrast and Comparison
In all three trials, the use of interventions like self-operated auditory prompts, audio cueing, and video modeling to improve everyday life abilities in people with autism spectrum disorder resulted in a significant gain in independence. Children between the ages of 5 and 11 participated in studies Heflin, (2021), while adults between the ages of 16 and 20 participated in studies by (Applewhite et al., 2022). Daily living skills were the dependent variable in all three investigations.
The video modeling, audio cuing, and self-operated auditory prompts intervention used to improve daily living skills is the independent variable since it is the source of the change in daily living skills. There were generalization phases in both Shipley-Benamou et al) and Allen et al). Although Shipley-Benamou et al carried out their research in an assessment room, they extrapolated the abilities to the home and classroom. In addition to generalizing taught skills across numerous retail stores, Allen et al conducted job training in a warehouse where they fabricated a genuine retail shopping experience for the participants. The research design of Mays and Heflin \did not include a generalization phase.
PSY FPX 6313 Assessment 2 Reviewing the Research Increasing Daily Living Skills
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Synthesis
In order to live a more independent life, people with autism spectrum condition must acquire daily living skills, according to Shipley-Benamou et al. Daily living skills can include showering, brushing your teeth, cooking, and doing home tasks. Educating DLS can help people feel more confident in themselves and lessen the load on caregivers who must perform daily duties for the person. When daily living skills were taught using video modeling, audio cuing, or self-operated auditory cues, the individuals’ DLS increased in all three experiments. The benefits of audio cuing on enhancing independence in career prospects for persons on the spectrum were studied by Allen et al.
Participants in this study dressed like mascots in exchange for a part-time job. Subsequent studies could assess whether similar favorable results could be attained in full-time jobs and occupations where the use of headphones is visible and not concealed by a costume. Allen et al. carried out a study with teenagers and adults focused on employment skills, while Shipley-Benamou et al. and Mays and Heflin both conducted experiments with young child participants to teach simple daily living chores.
In a study published in 2019, Bal et al. tracked participants’ DLS trajectories and attainment from the age of 2 to 21. The findings showed that while individuals’ DLS increased gradually throughout childhood and adolescence, their skill acquisition slowed down as they got older. Since trajectories show a slowing of DLS in maturity, a lot of research investigations concentrate on training young learners.
Observation
It’s critical to incorporate daily living skills into treatment plans to help clients become more independent and less dependent on others to finish everyday tasks. This study examines three interventions—video modeling, audio cuing, and self-operated auditory prompts—that improved DLS in people with ASD. I regularly utilize video modeling as an intervention with my clients to teach meal preparation and tooth cleaning. Although research indicates that teaching DLS to children, adolescents, and adults through video modeling is a successful method, I don’t have much experience dealing with adults. I believe that video modeling is the most straightforward and practical of the three approaches that were covered. There are a ton of web resources with excellent DLS modeling videos. Incorporating these interventions into individualized plans can significantly enhance the functional independence of clients with ASD.
References
Borca, C., Petrescu, G., School Center for Inclusive Education “C-tin. Pufan” Dr. Tr. Severin, &
West University of Timisoara, Department of Educational Sciences, University Clinic for
Psych pedagogical Therapies and Counseling. (2022). Video modeling and daily living
skills training in students with ASD. Journal of Educational Sciences, 46(2), 76-
Capella Compassion Code. (2024). Capella University
Centers for Disease Control and Prevention. (2023). Autism Spectrum Disorder (ASD).
Applewhite, B., Cankaya, Z., Heiderscheit, A., & Himmerich, H. (2022). A Systematic Review of Scientific Studies on the Effects of Music in People with or at Risk for Autism Spectrum Disorder. International Journal of Environmental Research and Public Health, 19(9), 5150. https://doi.org/10.3390/ijerph19095150
Heflin, J. (2021). DEPRESSION KNOWLEDGE IN NURSING HOME LICENSED PRACTICAL NURSES, REGISTERED NURSES, AND CERTIFIED NURSING ASSISTANTS. Doctor of Nursing Practice Scholarly Project. https://digitalcommons.pittstate.edu/dnp/58/
Hrabal, J. M., Davis, T. N., & Wicker, M. R. (2022). The Use of Technology to Teach Daily Living Skills for Adults with Autism: a Systematic Review. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-022-00255-9
Procedures Utilized in Self-Help Interventions for Elementary Aged Children with Autism: A Review – ProQuest. (n.d.). Www.proquest.com. Retrieved July 7, 2024, from https://www.proquest.com/openview/71640609abb22ce78e62b49c0edb41e0/1?pq-origsite=gscholar&cbl=18750&diss=y
PSY FPX 6313 Assessment 2 Reviewing the Research Increasing Daily Living Skills
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