Acquisition and Generalization of Telephone-Using Skills by Two Students With Autism Spectrum Disorder and Intellectual Disabilities: Animation Self-Modeling

Abstract

Study objective: The purpose of the present study was to examine effects of animation self-modeling (ASM) on the acquisition and generalization of skills needed to use a telephone by 2 male students with autism spectrum disorder and intellectual disability. Design: Baseline followed by intervention (AB design). Settings: A training room of the X City Development Support Center, and the consultation room of Y University, where telephones could be used. Participants: 2 students with autism spectrum disorder and intellectual disabilities. At the beginning of the present study, S1 was 11 years 6 months old, and S2 was 16 years 3 months old. Intervention: An intervention package based on animation self-modeling teaching materials which incorporated corrections and changes in the presentation methods following participants’ incorrect responses and non-responses. Measure: The percentage of achievement of the target behavior. Results: The participants achieved 100% of the target behaviors in the intervention sessions; this was maintained on the generalization test. Conclusion: The use of animation self-modeling teaching materials which incorporated corrections and changes in the presentation methods following participants’ incorrect responses and non-responses resulted in the participants acquiring and generalizing telephone-answering skills, including communication.