Griffen Brenna, Lorah Elizabeth R, Caldwell Nicolette, Hantula Donald A, Nosek John, Tincani Matt, Lemley Shea
Louisiana State University-Shreveport, Shreveport (Louisiana), USA.
University of Arkansas, Fayetteville, AR USA.
J Dev Phys Disabil. 2024;36(5):793-819. doi: 10.1007/s10882-023-09937-1. Epub 2023 Nov 15.
Handwashing is a vital skill for maintaining health and hygiene. For individuals with intellectual and developmental disabilities (IDD), such as autism spectrum disorder, evidence-based strategies, such as prompting and task analysis, may be effective in teaching these skills. Due to the shortage of experts who teach individuals with IDD skills such as handwashing, staff working with children need a means of ensuring these instructional strategies are implemented with fidelity. This study examined the effects of a tablet-based application that used artificial intelligence (GAINS®) on four behavior technicians' implementation of least-to-most prompting, total task chaining, and time delay during an acquisition of handwashing program with young children with autism. All four technicians increased fidelity immediately upon using GAINS and all four technicians reached mastery criteria within the shortest number of sessions possible. One child participant met mastery criteria, two showed some gains, and one demonstrated a high degree of variability across sessions. Limitations of the least-to-most prompting procedure, user design, considerations and directions for future research and practice are discussed.
洗手是保持健康和卫生的一项重要技能。对于患有智力和发育障碍（IDD）的个体，如自闭症谱系障碍患者，基于证据的策略，如提示和任务分析，可能在教授这些技能方面有效。由于缺乏教授IDD患者如洗手技能的专家，与儿童一起工作的工作人员需要一种方法来确保这些教学策略得到忠实实施。本研究考察了一款基于平板电脑的应用程序（GAINS®）在使用人工智能时，对四名行为技术人员在为患有自闭症的幼儿开展洗手项目过程中实施从最少到最多提示、全任务连锁和时间延迟的影响。所有四名技术人员在使用GAINS后立即提高了忠实度，并且所有四名技术人员都在尽可能短的课程次数内达到了掌握标准。一名儿童参与者达到了掌握标准，两名有一定进步，一名在各课程中表现出高度的变异性。讨论了从最少到最多提示程序的局限性、用户设计、未来研究和实践的考虑因素及方向。
