Miscellaneous by Ryan Kellems
Career Development and Transition for Exceptional Individuals, 2019
A basic understanding of math, numeracy, and related concepts are critical skills for functioning... more A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society.
Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented
reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing
math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions
and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities.
Career Development and Transition for Exceptional Individuals, 2018
Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential profe... more Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important
to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners
to use video modeling interventions to develop the customer service skills of students with ASD who are employed or
participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners
with ASD that can be used as a viable workplace support.
Intervention in School and Clinic, 2018
Over the past 20 years, the education system in Guyana has significantly improved. Despite this i... more Over the past 20 years, the education system in Guyana has significantly improved. Despite this improvement, students
with disabilities in Guyana still face higher rates of poverty, lack of access to schools, and a lack of teachers who are
trained in how to best meet their needs. Guyana has tried to address these problems with the drafting of legislation and
policies such as the Persons With Disabilities Act of 2010 and the SEN Inclusion Policy. While progress has been made,
there is still a need for additional efforts related to the education of individuals with disabilities in Guyana before their full
potential is realized. This column presents a brief historical background and summary of current practices related to the
identification, educational placements, and provision of educational services and supports for students with disabilities in
Guyana. Additional needs and future recommendations are also included.
Routledge, Nov 17, 2017
This study compared the effectiveness of static picture prompting to video prompting when used as... more This study compared the effectiveness of static picture prompting to video prompting when used as precursors for teaching daily living and motor skills to three individuals with autism spectrum disorders. The video prompting intervention was delivered on an iPad. Participants learned three out of six different tasks, which included throwing a ball overhand, walking backward, performing jumping jacks, washing a mirror, cutting a banana, and brushing teeth. The effects of the instructional methods were compared and assessed using an alternating treatment design. Results show that video prompting and static pictures are both effective in teaching correct independent skill responses to children with ASD. Although one participant showed greater gains on one of the three tasks using static pictures, video prompting resulted in overall faster acquisition.
Preventing School Failure: Alternative Education for Children and Youth, 2017
This study compared the effectiveness of static picture prompting to video prompting when used as... more This study compared the effectiveness of static picture prompting to video prompting when used as precursors for teaching daily living and motor skills to three individuals with autism spectrum disorders. The video prompting intervention was delivered on an iPad. Participants learned three out of six different tasks, which included throwing a ball overhand, walking backward, performing jumping jacks, washing a mirror, cutting a banana, and brushing teeth. The effects of the instructional methods were compared and assessed using an alternating treatment design. Results show that video prompting and static pictures are both effective in teaching correct independent skill responses to children with ASD. Although one participant showed greater gains on one of the three tasks using static pictures, video prompting resulted in overall faster acquisition.
The purpose of this study was to evaluate the effectiveness of using video modeling delivered thr... more The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a portable media player (Apple video iPod) as a means of teaching job-related tasks to four young adults with autism spectrum disorders. The videos were enhanced by adding written instructions. Results indicated that using the iPod was associated with immediate and substantial gains in the percentage of steps completed correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some community employment settings
Referred Articles (*Student Co-Author) by Ryan Kellems
Springer International Publishing, 2016
The abstract is published online only. If you did not include a short abstract for the online ver... more The abstract is published online only. If you did not include a short abstract for the online version when you submitted the manuscript, the first paragraph or the first 10 lines of the chapter will be displayed here. If possible, please provide us with an informative abstract. This chapter introduces the reader to technology that can be used for developing visual supports such as schedules and organizers and for scripting social expectations, both in daily routines and within a school community. Technology focusing on visual maps and organizers will be explained, using the common core standards related to the comprehension and retelling of stories, events in history, scientific concepts, and personal and expository narratives. Abstract language Visual learning Graphic organizer Executive Function Individuals with ASD frequently encounter challenges in the areas of attention, memory, and information processing due to impaired executive function skills. Executive functioning deficits commonly found with ASD include problems with planning, trouble with future-oriented thinking, challenges with organizing information, and difficulty with managing multiple tasks and with abstract problem solving (Coyne and Rood 2011 ; Hill and Bird 2006). These deficits fall under the traditional domain of executive function: planning, organization, time management, working memory, and metacognition (Dawson and Guare 2010).
Pearson Education Inc, 2013
Thomas, a secondary student with intellectual disabilities, was experiencing difficulty doing imp... more Thomas, a secondary student with intellectual disabilities, was experiencing difficulty doing important tasks while working as a clerk, where his responsibilities included restocking the shelves at his community job placement site in a grocery store. For example, Thomas would begin to restock the laundry detergent. but falter along the way, requiring numerous prompts to complete the task. The problem was not motivation. Thomas enjoyed working at the store and the transition goals on his self-directed IEP included competitive employment and independent living. Nor was he resistant to instruction and feedback from teachers or supervisor and co-workers on the job site. Thomas always responded positively to assistance and corrections. The problem was that Thomas required a great deal of supervision and frequent prompts to complete the task. Like many students with cognitive disabilities, when faced with multiple-step tasks Thomas has difficulty remembering what to do next. Another common characteristic Thomas shares with today's students, with or without disabilities, is being tech savvy. He needs no instruction or any reminders on how to use the iPod that plays his favorite music. We sought an instructional strategy that would utilize Thomas's familiarity with mobile technology devices to help him, and other students like him, learn to perform functional tasks. We found it in video modeling.
Career Development and Transition for Exceptional Individuals, 2016
This article discusses the creation of video modeling (VM) and video prompting (VP) interventions... more This article discusses the creation of video modeling (VM) and video prompting (VP) interventions for teaching novel multi-step tasks to individuals with disabilities. This article reviews factors to consider when selecting skills to teach, and students for whom VM/VP may be successful, as well as the difference between VM and VP and circumstances affecting which to choose. The purpose of this article is to provide practitioners with step-by-step instruction on how to teach cooking skills using VM and VP for young adults with disabilities.
Pergamon, Nov 30, 2016
The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to... more The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to nine adults with disabilities in an 18–21 post-high school transition program using a video prompting intervention package. The dependent variable was the percentage of steps completed correctly. The independent variable was the video prompting intervention, which involved several multi-step math calculation skills: (a) calculating a tip (15%),(b) calculating item unit prices, and (c) adjusting a recipe for more or fewer people. Results indicated a functional relationship between the video prompting interventions and prompting package and the percentage of steps completed correctly. 8 out of the 9 adults showed significant gains immediately after receiving the video prompting intervention.
SAGE Publications, Dec 2016
Glass, designed by Google, is a fairly new wearable and mobile technology that projects an image ... more Glass, designed by Google, is a fairly new wearable and mobile technology that projects an image into a glass prism above the eye and is currently in beta testing. A touch pad on the side of Glass allows users to engage with the device through swiping gestures and voice control to perform several functions similar to mobile devices. This initial study used a multiple probe across participants design to investigate the effects of direct systematic instruction (model-lead-test [MLT]) to teach three individuals with intellectual disability (ID) to operate Glass. To date, no study has been conducted using Glass with individuals with ID. Results demonstrated a functional relation between the direct systematic instruction and student performance with Glass orientation across all participants. Additionally, participants indicated positive experiences using this wearable/mobile technology based on social validity measures collected at the end of the study. Limitations, future research, and implications for practice are also discussed.
Elsevier, Feb 28, 2017
Background: Aggressive behaviors are common in individuals diagnosed with autism spectrum disorde... more Background: Aggressive behaviors are common in individuals diagnosed with autism spectrum disorder (ASD) and may be phenotypic indicators of different subtypes within ASD. In current research literature for non-ASD samples, aggression has been linked to several brain structures associated with emotion and behavioral control. However, few if any studies exist investigating brain volume differences in individuals with ASD who have comorbid aggression as indicated by standardized diagnostic and behavioral measures. Method: We examined neuroimaging data from individuals rigorously diagnosed with ASD versus typically developing (TD) controls. We began with data from brain volume regions of interest (ROI) taken from previous literature on aggression including the brainstem, amygdala, orbitofrontal cortex, anterior cingulate cortex, and dorsolateral prefrontal cortex. We defined aggression status using the Irritability subscale of the Aberrant Behavior Checklist and used lasso logistic regression to select among these predictor variables. Brainstem volume was the only variable shown to be a predictor of aggression status. Results: We found that smaller brainstem volumes are associated with higher odds of being in the high aggression group. Conclusions: Understanding brain differences in individuals with ASD who engage in aggressive behavior from those with ASD who do not can inform treatment approaches. Future research should investigate brainstem structure and function in ASD to identify possible mechanisms related to arousal and aggression. $ Brain volumes associated with high levels of aggression in male children diagnosed with autism spectrum disorder.
Springer International Publishing, Jan 1, 2017
This study evaluates the impact background noise has on teaching functional skills to six adults ... more This study evaluates the impact background noise has on teaching functional skills to six adults with disabilities using video prompting. A single-subject multiple probe across behaviors with an embedded alternating treatment design was used to implement this study. Two versions of the video were created and alternated during intervention: one with significant auditory distractors, and one without. The independent variable was the iPad video prompting intervention, which involved the instruction of four functional skills. The dependent variable was the percentage of steps completed by the student correctly and independently. Tau-U effect sizes showed a large effect size for the overall VP intervention with a very small difference between conditions. All six participants showed immediate and significant growth after the video intervention. Results showed the presence of audio distractions did not affect the efficacy of the intervention.
This study compared the effectiveness of static picture prompting to video prompting when used as... more This study compared the effectiveness of static picture prompting to video prompting when used as precursors for teaching daily living and motor skills to three individuals with autism spectrum disorders. The video prompting intervention was delivered on an iPad. Participants learned three out of six different tasks, which included throwing a ball overhand, walking backward, performing jumping jacks, washing a mirror, cutting a banana, and brushing teeth. The effects of the instructional methods were compared and assessed using an alternating treatment design. Results show that video prompting and static pictures are both effective in teaching correct independent skill responses to children with ASD. Although one participant showed greater gains on one of the three tasks using static pictures, video prompting resulted in overall faster acquisition.
2010). A preliminary investigation of the relationship of transition preparation and self-determi... more 2010). A preliminary investigation of the relationship of transition preparation and self-determination for students with disabilities in postsecondary educational settings. Career Development for Exceptional Individuals, 33(2), 80-94.
SAGE Publications, Aug 2010
This study examined the relationship between high school transition preparation (school- and fami... more This study examined the relationship between high school transition preparation (school- and family-based) and self-determination among postsecondary students with disabilities. Seventy-six participants from four-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second section measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student’s high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). While significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.
Career Development for Exceptional Individuals, Jun 2010
The Division on Career Development and Transition (DCDT) and the Transition Coalition have collec... more The Division on Career Development and Transition (DCDT) and the Transition Coalition have collected and disseminated these tips in an effort to enhance public access to information about transition activities. Our intention is to provide resources that are current and accurate. We do not endorse or promote any of the products, Web sites, or ideas presented in the tips. Although every attempt is made to ensure the accuracy of
this information, we can make no guarantees. We will, of course, make every effort to correct errors brought to our attention.
If you find an error in one of the tips listed, you may contact us. Please credit the source when copying all or part of this material.
Uploads
Miscellaneous by Ryan Kellems
Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented
reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing
math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions
and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities.
to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners
to use video modeling interventions to develop the customer service skills of students with ASD who are employed or
participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners
with ASD that can be used as a viable workplace support.
with disabilities in Guyana still face higher rates of poverty, lack of access to schools, and a lack of teachers who are
trained in how to best meet their needs. Guyana has tried to address these problems with the drafting of legislation and
policies such as the Persons With Disabilities Act of 2010 and the SEN Inclusion Policy. While progress has been made,
there is still a need for additional efforts related to the education of individuals with disabilities in Guyana before their full
potential is realized. This column presents a brief historical background and summary of current practices related to the
identification, educational placements, and provision of educational services and supports for students with disabilities in
Guyana. Additional needs and future recommendations are also included.
Referred Articles (*Student Co-Author) by Ryan Kellems
this information, we can make no guarantees. We will, of course, make every effort to correct errors brought to our attention.
If you find an error in one of the tips listed, you may contact us. Please credit the source when copying all or part of this material.
Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented
reality (AR), which builds on the evidence-based principles of video modeling, is a promising teaching strategy of providing
math instruction to individuals with disabilities. This article provides a practical framework (with step-by-step instructions
and examples) for practitioners wishing to implement AR as a teaching strategy for secondary students with disabilities.
to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners
to use video modeling interventions to develop the customer service skills of students with ASD who are employed or
participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners
with ASD that can be used as a viable workplace support.
with disabilities in Guyana still face higher rates of poverty, lack of access to schools, and a lack of teachers who are
trained in how to best meet their needs. Guyana has tried to address these problems with the drafting of legislation and
policies such as the Persons With Disabilities Act of 2010 and the SEN Inclusion Policy. While progress has been made,
there is still a need for additional efforts related to the education of individuals with disabilities in Guyana before their full
potential is realized. This column presents a brief historical background and summary of current practices related to the
identification, educational placements, and provision of educational services and supports for students with disabilities in
Guyana. Additional needs and future recommendations are also included.
this information, we can make no guarantees. We will, of course, make every effort to correct errors brought to our attention.
If you find an error in one of the tips listed, you may contact us. Please credit the source when copying all or part of this material.
productive, and fulfilling lives. This article describes how school psychologists can support special education practitioners in improving transitions for students with disabilities, introduces free resources, and recommends forms of additional training. School psychologists are well positioned to support special education practitioners in facilitating the transition assessment process by providing documentation of postschool accommodation needs as students exit the school system.
students across a wide range of different disability classifications, including those with LD. This article provides readers with the knowledge necessary to understand VM, and includes directions and resources needed to implement an academic VM intervention
for a student with LD.