Trial Outcomes & Findings for Expert Guiding Technology to Help Individuals With Developmental Challenges Build Life and Vocational Skills (NCT NCT04518358)

Last Updated: 2024-04-26

Results Overview

One dependent measure is the fidelity of the teaching protocol implemented by DSPs. Each teaching protocol is comprised of a series of specific steps. Fidelity of the teaching protocol will be evaluated through collection of "yes" responses for accurately following the protocol and "no" responses for not accurately following the protocol for each step of the chain. The percentage of accurate implementation of the protocol will be calculated by dividing the steps marked with "yes" by the total number of the steps (sum of steps with "yes" and "no") and multiplied by 100. Data will be collected through multiple trials in order to perform visual analysis.

Recruitment status

COMPLETED

Study phase

Target enrollment

16 participants

Primary outcome timeframe

Single Case Research Design (SCRD): Multiple Baselines Repeated Measures Design. Repeated measures in baselines and repeated measures in the intervention will be taken after each intervention of the technology for approximately 3 weeks.

Results posted on

2024-04-26

Participant Flow

One adult participant with ASD took part in both SCED 1 and SCED 2. The enrollment number reflects the total unique number of participants.

Numbers in the table reflect dyads of instructor and adult with ASD.

Participant milestones

Participant milestones
Measure	Single Case Experimental Design (SCED) 1 Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified. Because staff had identified this task as very challenging and since the steps to assemble the top were the same as assembling the bottom, the task was limited to assembling the bottom, then putting together the bottom with pre-assembled tops. The first SCED evaluated the efficacy of GAINS in helping to teach this task.	Single Case Experimental Design (SCED) 2 Chimes staff identified the task of doing the laundry as a very useful and challenging task. This target task was observed and analyzed and 18 task steps were identified that required participants to complete tasks across a laundry room setup for training. 1) Pre-baseline DSP training: None. 2) Baseline: DSPs were given a list of the 18 task steps and told to teach as they normally would.
Single Case Experimental Design (SCED) 1 STARTED	4	0
Single Case Experimental Design (SCED) 1 COMPLETED	4	0
Single Case Experimental Design (SCED) 1 NOT COMPLETED	0	0
SCED 2 STARTED	0	4
SCED 2 COMPLETED	0	4
SCED 2 NOT COMPLETED	0	0

Reasons for withdrawal

Withdrawal data not reported

Baseline Characteristics

Separate rows are used for instructors and adults with ASD.

Baseline characteristics by cohort

PRIMARY outcome

Timeframe: Single Case Research Design (SCRD): Multiple Baselines Repeated Measures Design. Repeated measures in baselines and repeated measures in the intervention will be taken after each intervention of the technology for approximately 3 weeks.

Population: Instructors within the first dyad.

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 1 - Baseline	33 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 2 - Baseline	11 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 3 - Baseline	55 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 4 - Baseline	55 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 5 - Baseline	77 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 6 - Baseline	66 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 7 - Intervention	75 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 9 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 10 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 12 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 13 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 14 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 15 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 16 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 8 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 11 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 17 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 1 Instructor Session 18 - Intervention	100 Percent Correct

PRIMARY outcome

Population: SCED 1 Instructor in Dyad2

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 5 - Intervention	86 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 6 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 11 - Intervention	77 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 1 - Baseline	33 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 2 - Baseline	55 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 3 - Baseline	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 4 - Intervention	20 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 7 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 8 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 9 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 10 - Intervention	55 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 12 - Intervention	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 13 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 14 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 2 Instructor Session 15 - Intervention	100 Percent Correct

PRIMARY outcome

Population: SCED 1 Instructor in Dyad3

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 1 - Baseline	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 2 - Baseline	55 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 3 - Baseline	44 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 4 - Baseline	66 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 5 - Baseline	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 6 - Baseline	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 9 - Baseline	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 10 - Intervention	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 11 - Intervention	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 12 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 13 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 14 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 15 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 16 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 17 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 18 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 19 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 20 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 21 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 7 - Baseline	77 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 3 Instructor Session 8 - Baseline	77 Percent Correct

PRIMARY outcome

Population: SCED 1 Instructor in Dyad 4

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 10 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 11 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 12 - Intervention	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 13 - Intervention	80 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 14 - Intervention	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 15 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 16 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 1 - Baseline	33 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 2 - Baseline	55 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 3 - Baseline	33 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 4 - Baseline	33 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 5 - Baseline	55 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 8 - Baseline	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 9 - Baseline	77 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 6 - Baseline	88 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 7 - Baseline	77 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 17 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 18 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 19 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 20 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 1 Dyad 4 Instructor Session 21 - Intervention	100 Percent Correct

PRIMARY outcome

Population: SCED 2 Instructor in Dyad 1

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 3 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 4 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 5 - Intervention	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 12 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 13 - Intervention	77.78 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 17 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 18 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 22 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 23 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 25 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 26 - Intervention	83.33 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 27 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 30 - Intervention	77.78 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 8 - Intervention	72.22 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 9 - Intervention	66.67 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 10 - Intervention	83.33 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 11 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 6 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 7 - Intervention	77.78 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 1 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 2 - Baseline	5.56 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 14 - Intervention	61.11 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 15 - Intervention	61.11 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 16 - Intervention	83.33 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 19 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 20 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 21 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 24 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 28 - Intervention	72.22 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 1 Instructor Session 29 - Intervention	61.11 Percent Correct

PRIMARY outcome

Population: SCED 2 Instructor in Dyad 2

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 6 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 7 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 8 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 18 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 25 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 26 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 1 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 2 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 3 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 4 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 5 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 9 - Intervention	77.78 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 10 - Intervention	66.67 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 11 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 12 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 13 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 14 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 15 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 16 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 17 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 19 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 20 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 21 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 22 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 23 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 2 Instructor Session 24 - Intervention	83.33 Percent Correct

PRIMARY outcome

Population: SCED 2 Instructor in Dyad 3

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 3 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 4 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 10 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 11 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 12 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 13 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 14 - Intervention	83.33 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 1 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 2 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 5 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 6 - Baseline	11.11 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 7 - Baseline	11.11 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 8 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 9 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 15 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 16 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 17 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 18 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 19 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 20 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 21 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 22 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 23 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 24 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 25 - Intervention	100 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 26 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 27 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 28 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 29 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 3 Instructor Session 30 - Intervention	83.33 Percent Correct

PRIMARY outcome

Population: SCED 2 Instructor in Dyad 4

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 4 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 5 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 10 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 11 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 12 - Baseline	11.11 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 18 - Intervention	88.89 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 19 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 20 - Intervention	83.33 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 21 - Intervention	77.78 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 1 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 2 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 3 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 6 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 7 - Baseline	22.22 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 8 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 9 - Baseline	0 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 13 - Baseline	5.56 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 14 - Baseline	33.33 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 15 - Baseline	27.78 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 16 - Baseline	11.11 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 17 - Intervention	94.44 Percent Correct
Fidelity of Treatment Implementation SCED 2 Dyad 4 Instructor Session 22 - Intervention	88.89 Percent Correct

PRIMARY outcome

Population: SCED 1 Dyad 1 Adult with ASD

Each target skill performed by adults with ASD/ID will be task analyzed. Tasks analysis involves breaking the skill down into smaller steps. The percentage of independent completion of steps will be calculated by dividing the number of independently completed steps by the total number of steps and multiplying by 100. Data will be captured through multiple trials to make visual analysis possible.

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 10 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 11 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 12 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 1 - Baseline	22 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 2 - Baseline	33 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 3 - Baseline	55 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 4 - Baseline	44 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 5 - Baseline	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 6 - Baseline	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 7 - Intervention	33 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 8 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 9 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 13 - Intervention	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 14 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 15 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 16 - Intervention	55 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 17 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 1 Adult With ASD Session 18 - Intervention	77 Percent Correct

PRIMARY outcome

Population: SCED 1 Dyad 2 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 9 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 10 - Intervention	55 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 11 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 1 - Baseline	22 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 2 - Baseline	44 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 3 - Baseline	55 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 4 - Intervention	80 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 5 - Intervention	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 6 - Intervention	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 7 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 8 - Intervention	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 12 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 13 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 14 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 2 Adult With ASD Session 15 - Intervention	88 Percent Correct

PRIMARY outcome

Population: SCED 1 Dyad 3 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 1 - Baseline	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 2 - Baseline	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 3 - Baseline	33 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 4 - Baseline	33 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 5 - Baseline	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 6 - Baseline	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 7 - Baseline	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 8 - Baseline	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 9 - Baseline	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 10 - Intervention	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 12 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 13 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 18 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 19 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 20 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 21 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 11 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 14 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 15 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 16 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 3 Adult With ASD Session 17 - Intervention	100 Percent Correct

PRIMARY outcome

Population: SCED 1 Dyad 4 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 1 - Baseline	33 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 2 - Baseline	55 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 4 - Baseline	44 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 5 - Baseline	55 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 9 - Baseline	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 10 - Intervention	86 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 11 - Intervention	66 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 12 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 13 - Intervention	75 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 14 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 15 - Intervention	75 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 16 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 17 - Intervention	88 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 18 - Intervention	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 19 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 20 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 21 - Intervention	100 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 3 - Baseline	55 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 6 - Baseline	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 7 - Baseline	77 Percent Correct
Independent Completion of Steps SCED 1 Dyad 4 Adult With ASD Session 8 - Baseline	55 Percent Correct

PRIMARY outcome

Population: SCED 2 Dyad 1 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 1 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 2 - Baseline	5.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 3 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 4 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 5 - Intervention	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 6 - Intervention	50 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 9 - Intervention	55.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 10 - Intervention	50 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 11 - Intervention	66.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 19 - Intervention	77.78 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 20 - Intervention	72.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 21 - Intervention	72.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 22 - Intervention	38.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 23 - Intervention	61.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 24 - Intervention	61.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 25 - Intervention	72.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 26 - Intervention	44.44 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 27 - Intervention	77.78 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 30 - Intervention	66.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 7 - Intervention	38.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 8 - Intervention	44.44 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 12 - Intervention	44.44 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 13 - Intervention	50 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 14 - Intervention	27.78 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 15 - Intervention	66.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 16 - Intervention	50.00 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 17 - Intervention	72.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 18 - Intervention	66.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 28 - Intervention	55.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 1 Adult With ASD Session 29 - Intervention	61.11 Percent Correct

PRIMARY outcome

Population: SCED 2 Dyad 2 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 1 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 2 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 3 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 4 - Baseline	11.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 9 - Intervention	50 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 10 - Intervention	38.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 11 - Intervention	88.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 19 - Intervention	83.33 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 22 - Intervention	55.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 25 - Intervention	50 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 26 - Intervention	72.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 5 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 6 - Baseline	16.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 7 - Baseline	11.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 8 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 12 - Intervention	11.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 13 - Intervention	22.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 14 - Intervention	55.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 15 - Intervention	44.44 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 16 - Intervention	61.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 17 - Intervention	50 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 18 - Intervention	66.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 20 - Intervention	55.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 21 - Intervention	50 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 23 - Intervention	66.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 2 Adult With ASD Session 24 - Intervention	50 Percent Correct

PRIMARY outcome

Population: SCED 2 Dyad 3 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 1 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 2 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 13 - Intervention	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 14 - Intervention	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 3 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 4 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 5 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 6 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 7 - Baseline	5.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 8 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 9 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 10 - Baseline	5.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 11 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 12 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 15 - Intervention	11.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 16 - Intervention	22.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 17 - Intervention	5.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 18 - Intervention	27.78 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 19 - Intervention	5.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 20 - Intervention	16.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 21 - Intervention	22.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 22 - Intervention	11.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 23 - Intervention	38.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 24 - Intervention	44.44 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 25 - Intervention	55.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 26 - Intervention	33.33 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 27 - Intervention	38.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 28 - Intervention	66.67 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 29 - Intervention	38.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 3 Adult With ASD Session 30 - Intervention	33.33 Percent Correct

PRIMARY outcome

Population: SCED 2 Dyad 4 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 6 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 7 - Baseline	22.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 8 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 9 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 18 - Intervention	61.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 1 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 2 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 3 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 4 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 5 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 10 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 11 - Baseline	0 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 12 - Baseline	11.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 13 - Baseline	5.56 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 14 - Baseline	33.33 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 15 - Baseline	27.78 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 16 - Baseline	11.11 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 17 - Intervention	72.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 19 - Intervention	94.44 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 20 - Intervention	72.22 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 21 - Intervention	38.89 Percent Correct
Independent Completion of Steps SCED 2 Dyad 4 Adult With ASD Session 22 - Intervention	83.33 Percent Correct

SECONDARY outcome

Population: SCED 1 Dyad 3 Adult with ASD

In addition to the level of independence of adults with ASD/ID, the number of sessions required for them to acquire the target skill will be monitored. The criterion of skill acquisition is 90% or above of independent completion of steps for three consecutive sessions.

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Number of Sessions to Skill Acquisition SCED 1 Dyad 3 Adult With ASD	17 Number of Sessions to reach independence

SECONDARY outcome

Population: SCED 1 Dyad 4 Adult with ASD

Outcome measures

Outcome measures
Measure	SCED 1 Instructor Dyad 1 n=1 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified.
Number of Sessions to Skill Acquisition SCED 1 Dyad 4 Adult With ASD	21 Number of Sessions to reach independence

Adverse Events

Evaluation of Expert Guiding Technology

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

Serious adverse events

Adverse event data not reported

Other adverse events

Adverse event data not reported

Additional Information

John Nosek

Guiding Technologies Corp.

Phone: 609-605-9273

Email: [email protected]

Results disclosure agreements

Principal investigator is a sponsor employee
Publication restrictions are in place

Measure	Single Case Experimental Design (SCED) 1 n=8 Participants Chimes staff identified the task of putting a computer shipping box together as very challenging. Consumers who could do this task were paid more for this task. This target task was observed and analyzed and nine task steps were identified. Because staff had identified this task as very challenging and since the steps to assemble the top were the same as assembling the bottom, the task was limited to assembling the bottom, then putting together the bottom with pre-assembled tops. The first SCED evaluated the efficacy of GAINS in helping to teach this task.	Single Case Experimental Design (SCED) 2 n=9 Participants Chimes staff identified the task of doing the laundry as a very useful and challenging task. This target task was observed and analyzed and 18 task steps were identified that required participants to complete tasks across a laundry room setup for training. 1) Pre-baseline DSP training: None. 2) Baseline: DSPs were given a list of the 18 task steps and told to teach as they normally would.	Total n=17 Participants Total of all reporting groups
Age, Categorical SCED 1 Adults with ASD · <=18 years	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	—	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 1 Adults with ASD · Between 18 and 65 years	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	—	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 1 Adults with ASD · >=65 years	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	—	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 2 Adults with ASD · <=18 years	0 Participants Separate rows are used for instructors and adults with ASD.	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 2 Adults with ASD · Between 18 and 65 years	0 Participants Separate rows are used for instructors and adults with ASD.	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 2 Adults with ASD · >=65 years	—	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 1 + 2 Instructors · <=18 years	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=5 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=9 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 1 + 2 Instructors · Between 18 and 65 years	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	5 Participants n=5 Participants • Separate rows are used for instructors and adults with ASD.	9 Participants n=9 Participants • Separate rows are used for instructors and adults with ASD.
Age, Categorical SCED 1 + 2 Instructors · >=65 years	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=5 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=9 Participants • Separate rows are used for instructors and adults with ASD.
Sex: Female, Male SCED 1 Adults with ASD · Female	0 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.	—	0 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.
Sex: Female, Male SCED 1 Adults with ASD · Male	4 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.	—	4 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.
Sex: Female, Male SCED 2 Adults with ASD · Female	—	1 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.	1 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.
Sex: Female, Male SCED 2 Adults with ASD · Male	—	3 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.	3 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.
Sex: Female, Male SCED 1 + 2 Instructors · Female	2 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.	4 Participants n=5 Participants • Separate baseline data were collected for instructors and adults with ASD.	6 Participants n=9 Participants • Separate baseline data were collected for instructors and adults with ASD.
Sex: Female, Male SCED 1 + 2 Instructors · Male	2 Participants n=4 Participants • Separate baseline data were collected for instructors and adults with ASD.	1 Participants n=5 Participants • Separate baseline data were collected for instructors and adults with ASD.	3 Participants n=9 Participants • Separate baseline data were collected for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 1 Adults with ASD · Hispanic or Latino	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	—	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 1 Adults with ASD · Not Hispanic or Latino	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	—	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 1 Adults with ASD · Unknown or Not Reported	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	—	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 2 Adults with ASD · Hispanic or Latino	—	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 2 Adults with ASD · Not Hispanic or Latino	—	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 2 Adults with ASD · Unknown or Not Reported	—	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 1 + 2 Instructors · Hispanic or Latino	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	1 Participants n=5 Participants • Separate rows are used for instructors and adults with ASD.	1 Participants n=9 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 1 + 2 Instructors · Not Hispanic or Latino	4 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	4 Participants n=5 Participants • Separate rows are used for instructors and adults with ASD.	8 Participants n=9 Participants • Separate rows are used for instructors and adults with ASD.
Ethnicity (NIH/OMB) SCED 1 + 2 Instructors · Unknown or Not Reported	0 Participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=5 Participants • Separate rows are used for instructors and adults with ASD.	0 Participants n=9 Participants • Separate rows are used for instructors and adults with ASD.
Race (NIH/OMB) American Indian or Alaska Native	0 Participants n=8 Participants	0 Participants n=9 Participants	0 Participants n=17 Participants
Race (NIH/OMB) Asian	0 Participants n=8 Participants	0 Participants n=9 Participants	0 Participants n=17 Participants
Race (NIH/OMB) Native Hawaiian or Other Pacific Islander	0 Participants n=8 Participants	0 Participants n=9 Participants	0 Participants n=17 Participants
Race (NIH/OMB) Black or African American	6 Participants n=8 Participants	5 Participants n=9 Participants	11 Participants n=17 Participants
Race (NIH/OMB) White	2 Participants n=8 Participants	4 Participants n=9 Participants	6 Participants n=17 Participants
Race (NIH/OMB) More than one race	0 Participants n=8 Participants	0 Participants n=9 Participants	0 Participants n=17 Participants
Race (NIH/OMB) Unknown or Not Reported	0 Participants n=8 Participants	0 Participants n=9 Participants	0 Participants n=17 Participants
Region of Enrollment United States	4 participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	4 participants n=4 Participants • Separate rows are used for instructors and adults with ASD.	4 participants n=4 Participants • Separate rows are used for instructors and adults with ASD.