Multi-Media Instruction to Teach Grocery Word Associations and Store Location: A Study of Generalization

By L. Mechling, D. Gast. Education and Training in Developmental Disabilities, 2003

104 citations recorded by the source corpus.

The purpose of the study was to evaluate use of multi-media instruction to teach students with intellectual disabilities to locate grocery items by reading words on aisle signs that are associated with the target item word. A multiple probe design across three sets of word pairs, replicated across 3 students with mild to moderate intellectual disabilities was used to evaluate the effectiveness of the program. Instruction was conducted using a simulated multi-media program with text, photographs, and video recordings depicting the target grocery items and the associated word on an aisle sign. All generalization probes, including generalizing to a novel grocery store not depicted in the computer-based program, were assessed in community grocery stores. Results indicate that the multi-media program was effective in teaching generalized reading of the associated word pairs and location of the grocery items in the store. Recommendations for enhancing the program are discussed.

Subfields: Developmental and Educational Psychology, Occupational Therapy, Safety Research

View Paper: https://www.semanticscholar.org/paper/9351b8698e795a37219132da890e909eaaa7cbbe

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Citations in the corpus

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Verbally Respond to Questions and Make Purchases in Fast Food Restaurants (2005, unknown): “…using the “next dollar” strategy (Ayres & Langone, 2002) or a debit card (Mechling, Gast, & Barthold, 2003); grocery shopping (Mechling, 2004; Mechling & Gast, 2003; Mechling, Gast, & Langone, 2002); choice making (Ellerd, Morgan, & Salz-berg, 2002); photograph recognition (Mech-ling &…”
Effectiveness of Video Modeling to teach iPod use to Students with Moderate Intellectual Disabilities (2010, unknown): “However, there is growing extant literature on the use of video instruction for functional skills, trying to integrate technology and systematic response prompting procedures (Mechling, 2004; Mechling & Cronin; Mechling & Gast, 2003; Norman, Collins, & Schuster, 2001).”
I Can Identify Saturn but I Can't Brush My Teeth: What Happens When the Curricular Focus for Students with Severe Disabilities Shifts (2011, unknown): “…& Barthold, 2003), locating items (Hutcherson, Langone, Ayres, & Clees, 2004; Langone, Shade, Clees, & Day, 1999; Mech-ling, Gast, & Langone, 2002; Mechling & Gast, 2003; Mechling, 2004), and as well as the entire process of ﬁnding an item and then paying for it (Alacantara, 1994; Bates, Cuvo,…”
Reading Comprehension Instruction for Students With Autism Spectrum Disorders (2007, methodology): “A similar behavior was targeted by Mechling and Gast (2003).”
Evidence-Based Practices in Secondary Transition (2009, unknown): “…al. (1987) • Trask-Tyler et al. (1994) • Alberto et al. (2005) • Birkan (2005) • Bates et al. (2001) • Denny & Test (1995) • McDonnell & Ferguson (1989) • Browder & Shear (1996) • Mechling (2004) • Mechling & Gast (2003) • Mechling, Gast, & Langone (2002) • Schloss et al. (1995) • Ayres, Langone,…”
Research on Reading Instruction for Individuals with Significant Cognitive Disabilities (2006, background): “Most of the high quality studies 401Exceptional Children addressed comprehension through having the student use a sight word in the context of a functional activity (e.g., Browder & Minarovic, 2000; Fiscus et al.; Kyhl, Alper, & Sinclair, 1999; Mechling & Gast, 2003).”
Evaluation of a Portable DVD Player and System of Least Prompts to Self-Prompt Cooking Task Completion by Young Adults With Moderate Intellectual Disabilities (2008, methodology): “Video has also been presented through multimedia computerbased programs to teach functional, multistep tasks, such as the use of a debit card for purchasing (Mechling, Gast, & Barthold, 2003), self-help skills (Hagiwara & Myles, 1999), and grocery shopping (Mechling & Gast, 2003).”
Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication (2011, background): “In community settings, literacy skills such as sight word reading (Mechling & Gast, 2003) and following a work schedule (Browder & Minarovic, 2000) have been addressed.”
Comparison of Three Video-based Instructional Procedures for Teaching Daily Living Skills to Persons with Developmental Disabilities (2006, unknown): “For example, it has been used to teach grocery shopping skills (Ayres & Langone, 2002; Mechling, 2004; Mechling & Gast, 2003; Mechling, Gast, & Barthold, 2003; Mechling, Gast, & Langone, 2002; Wissick, Lloyd, & Kinzie, 1992), ordering meals at fast food restaurants (Mechling, Pridgen, & Cro-nin,…”
An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities (2012, background): “…that students with severe developmental disabilities can learn to recognize sight words (e.g., Fiscus, Schuster, Morse, & Collins, 2002; Mechling & Gast, 2003; Rehfeldt, Latimore, & Stromer, 2003; Rohena, Jitendra, & Browder, 2002), but these interventions have had two major…”