Teaching Addition to Students with Moderate Disabilities Using Video Prompting

Autor/inn/en	Dueker, Scott A.; Cannella-Malone, Helen I.
Titel	Teaching Addition to Students with Moderate Disabilities Using Video Prompting
Quelle	In: Journal of Special Education Apprenticeship, 8 (2019) 2, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Mathematics Instruction; Teaching Methods; Technology Uses in Education; Video Technology; Prompting; Addition; Students with Disabilities; Moderate Intellectual Disability; Evidence Based Practice; Instructional Effectiveness; Intervention; Elementary School Students; Individualized Education Programs + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerführung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg; Individualized education program; Individualisierendes Lernen
Abstract	Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various nonacademic skills; however, few studies have focused on using video prompting to teach academic skills other than reading. This study used a delayed multiple baseline across students design to evaluate the use of video prompting to teach single- and double-digit addition to three students with moderate disabilities. Results indicated that all three students improved their accurate completion of addition problems immediately upon introduction of the video prompting intervention. In addition, all three students completely faded the use of the videos and generalized completing addition problems to another setting. Social validity of the intervention was high across all participants, their families, and their teacher. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01