Ryan Kellems

Highlights<br>This study evaluated the use of a live animation avatar to teach five individuals with autism to initiate conversations.<br>The use of an avatar with explicit instruction was effective and preferable to participants and their parents.<br>Participants generalized the use of the acquired skill to interactions with peers.<br>Avatars are more dynamic than some applications of technology-aided instruction and may be equally effective.

Functional neuroimaging research in autism spectrum disorder has reported patterns of decreased long-range, within-network, and interhemispheric connectivity. Research has also reported increased corticostriatal connectivity and between-network connectivity for default and attentional networks. Past studies have excluded individuals with autism and low verbal and cognitive performance (LVCP), so connectivity in individuals more significantly affected with autism has not yet been studied. This represents a critical gap in our understanding of brain function across the autism spectrum.

Although there are many activities (e.g., transition services), derived from correlational research, that occur while students are in school that increase the likelihood of positive post-school outcomes, many teachers continue to provide services shown to have little to no effect on outcomes of students with disabilities. The purpose of this study was to operationally define the predictors of post-school success for educators to understand what is necessary to develop, implement, and evaluate secondary transition programs based on predictor research. Results conclude experts in the field reached consensus on an operational definition and set of essential program characteristics for each predictor of post-school success to aid practitioners in implementing these practices.

The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a Portable media player (video iPod) as a means of teaching three job-related tasks to four young adults with autism spectrum disorders (ASD) in a community-based employment setting. The videos used in the study were enhanced by adding written instructions to a blank white screen prior to the step being modeled. Videos for two of the individuals were further enhanced with voiceovers of the written instructions. The effectiveness of the video modeling was evaluated using a multiple probe across tasks design. Results indicated that the introduction of the video iPod was associated with immediate and substantial gains in the percentage of steps the young adults were able to complete 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 to access and watch the videos. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some vocational settings.