Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents with Autism and Intellectual Disability

Autor/inn/en	Burton, Cami E.; Anderson, Darlene H.; Prater, Mary Anne; Dyches, Tina T.
Titel	Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents with Autism and Intellectual Disability
Quelle	In: Focus on Autism and Other Developmental Disabilities, 28 (2013) 2, S.67-77 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357613478829
Schlagwörter	Student Characteristics; Adolescents; Autism; Video Technology; Mathematics Skills; Mental Retardation; Models; Intervention; Skill Development; Males; Educational Technology; Teaching Methods; Junior High School Students + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geistige Behinderung; Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; Male; Männliches Geschlecht; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin
Abstract	Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10