Teaching Internet Skills to Adults with Disabilities

During the teaching condition, what was the primary role of the edible items delivered after each step?

What was the criterion for determining when teaching was considered complete?

How did the postteaching sessions differ from the teaching sessions?

What was the consequence if the participant did not click the mouse within 3 seconds during the teaching condition?

What was unique about the initial setup of each teaching session?

What prompting strategy was gradually reduced as training progressed, eventually leading to independent execution of the soccer ball side pass?

What was the primary teaching strategy used to help adults with developmental disabilities learn internet skills?

In the study by Frank, Wacker, Berg, and McMahon (1985), what was the primary method used to teach computer tasks to individuals with mental retardation?

According to the study, what is the significance of acquiring age-appropriate leisure skills for individuals with disabilities?

What combination of techniques was used in the current study to teach adults with autism and mental retardation to access age-appropriate websites?

What research design was used in this study to assess the effects of the intervention?

What was the outcome when picture prompts were removed during the second baseline condition?

What was the initial prompting method used to teach the nine steps of passing a soccer ball?

What was a key finding regarding the use of picture prompts in training computer skills to individuals with developmental disabilities?

How did the participants' performance in the posttest and follow-up procedures compare to their performance during the training phase with picture prompts?

What type of prompts were used in the first two training sessions?

What was the ultimate goal of the prompting process during the soccer ball training?

What type of skills were demonstrated as learnable by adults with developmental disabilities, according to the studies mentioned?

Which population was the focus of this skill acquisition intervention?

What was the rationale of this study, in treating adults with developmental disabilities?

What were the diagnoses of Chris and Mark, two of the participants in the study?

What calculation was used to determine agreement between observers in the task analysis?

During the baseline phase, what action did the experimenter take if the participant did not engage with the computer task for 2 minutes?

What was the initial instruction given to the participant at the start of each baseline session?

What criterion had to be met for the participant to demonstrate mastery of each step in the task analysis?

What was the purpose of staff informing experimenters which websites interested the participants?

After a participant mastered a task-analysis step, how was training progressed?

What was the total amount of steps in the task analysis?

What specific action had to be performed to access the website?

What was the criterion for progressing to a less intrusive prompt during the prompting procedure?

What happened if participants did not complete the 13-step chain during a session?

What type of prompting was primarily used, and what was the exception to the prompting procedures?

During which phase were the generalization probes conducted on a second computer?

What was the purpose of the generalization probes?

Approximately how far away was the generalization computer from the original training computer?

What was the discriminative stimulus given to participants during the baseline condition?

What aspects of the computers were kept similar between the training and generalization settings?

What is a potential limitation of the study regarding the generalization of skills?

How did the baselines of the participants (Chris, Mark and Ethan) vary in the study?

What aspect of teaching might have contributed to increased task completion?

How long were the teaching sessions in this study?

What did previous research demonstrate regarding teaching computer skills to individuals?

What statement accurately describes Ethan's progress in completing the 13-step task?

What research design elements were integrated in the present study?

What was observed during the postteaching and generalization conditions?