Use of a Proximity Sensor Switch for “Hands Free” Operation of Computer-Based Video Prompting by Young Adults with Moderate Intellectual Disability

Oct 15, 2026

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Effectiveness of a “hands free” method for operating computer-based video prompts was evaluated for young adults with moderate intellectual disability. Students advanced multi-step video prompts by moving their hand over a proximity sensor switch. Three young adult females participated across three craft activities using a multiple-probe design, with replication across participants. Findings show all three students mastered sensor operation, completed the activities independently, and maintained performance using the hands-free approach.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Hands-free video prompting intervention

Participants and design

Measured effectiveness and outcomes

Background and prior video prompting research

Education and Training in Autism and Developmental Disabilities, 2015, 50(3), 278 –289 © Division on Autism and Developmental Disabilities Use of a Proximity Sensor Switch for “Hands Free”Operation of Computer-Based Video Prompting by Young Adults with Moderate Intellectual Disability Alexandria N. Ivey, Linda C. Mechling, and Galen P. Spencer University of North Carolina Wilmington Abstract: In this study, the effectiveness of a “hands free” approach for operating video prompts to complete multi-step tasks was measured. Students advanced the video prompts by using a motion (hand wave) over a proximity sensor switch. Three young adult females with a diagnosis of moderate intellectual disability participated in the study. Effectiveness of the intervention was determined using a multiple probe design across three craft activities and replicated with the three young adults. Results indicate all three students demonstrated the ability to: master operation of the proximity sensor switch to operate the video prompts; independently complete the craft activities and; maintain their performance using the “hands free”approach. Research supports the use of video prompting as a means for providing information to persons with intellectual disability in order for them to independently complete tasks (Banda, Dogoe, & Matuszny, 2011) . When using video prompting, tasks are broken down into their component steps and each step, or cluster of steps, is presented via a video clip. The user watches a video clip (prompt), completes the corresponding task step, returns to the video player, watches and performs the next step and so forth until all of the steps of the task are completed. Video prompts have been used to teach a variety of daily living skills including: setting a table (Goodson, Sigafoos, O’Reilly, Cannella, & Lancioni, 2007); cooking (Graves, Collins, Schuster, & Kleinert, 2005; Johnson, Blood, Freeman, & Sim The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Correspondence concerning this article should be addressed to Linda Mechling, University of North Carolina Wilmington, Department of Education of Young Children and Special Education, 601 S. College Road, Wilmington, NC 28404-5940 . E-mail: [mechlingl@uncw.edu](mechlingl@uncw.edu) mons, 2013; Mechling, Gast, & Fields, 2008; Mechling, Ayres, Foster, & Bryant, 2013; Mechling, Gast, & Seid, 2009; Payne, Cannella-Malone, Tullis, & Sabielny, 2012); washing tables (Cannella-Malone, Brooks, & Tullis, 2013; Cannella-Malone, Wheaton, Wu, Tullis,& Park, 2012); sweeping and vacuuming (Cannella-Malone et al., 2012; 2013); cleaning asink and folding towels (Mechling, Foster, & Ayres, 2013); washing dishes (Sigafoos et al., 2007); and doing laundry (Horn, Miltenberger, Weil, Mowery, Conn, & Sams 2008); vocational skills (Van Laarhoven, Johnson, Van Laarhvoven-Myers, Grider, & Grider, 2009), and recreational skills (Chan, Lambdin, Van Laarhoven, & Johnson, 2013; Edrisinha, O’Reilly, Choi, Sigafoos, & Lancioni, 2011) . When using video prompting to complete such tasks, video has been presented on desktop computers (Cannella-Malone et al., 2006; Sigafoos et al., 2005; 2007; Zisimopoulos, Sigafoos, & Koutromanos, 2011); laptop computers (Edrisinha et al., 2011; Goodson et al., 2007; Horn et al., 2008; Mechling, Ayres, et al., 2013; Van Laarhoven, Kraus, Karpman, Nizzi,& Valentino, 2010; Van Laarhoven, & Van Laarhoven-Myers, 2006); tablet PCs and notebooks (Cannella-Malone et al., 2011; Mechling, Foster et al., 2013); portable DVD players (Mechling et al., 2008; Mechling & 278 / Education and Training in Autism and Developmental Disabilities-September 2015 Stephens, 2009); hand held devices such as personal digital assistants (Mechling

FAQs

How does the study’s hands-free approach work for video prompting?

Participants advanced video prompts by waving a hand over a proximity sensor switch while watching computer-based video clips for each task step.

What research design was used to test the intervention?

A multiple-probe design across three craft activities was used, with the process replicated across three young adults.

What outcomes were reported for the participants?

All three students demonstrated the ability to operate the proximity sensor switch, complete craft activities independently, and maintain performance using the hands-free approach.

Oct 15, 2026

Upload by dhado