Literaturnachweis - Detailanzeige
Autor/inn/en | Monaco, Sarah Domire; Wolfe, Pamela |
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Titel | Comparison of Individualized and Non-Specific Video-Prompts to Teach Daily Living Skills to Students with Autism Spectrum Disorders |
Quelle | In: Education and Training in Autism and Developmental Disabilities, 53 (2018) 4, S.378-392 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2154-1647 |
Schlagwörter | Video Technology; Comparative Analysis; Teaching Methods; Daily Living Skills; Pervasive Developmental Disorders; Autism; Elementary School Students; Intervention; Modeling (Psychology) |
Abstract | Three elementary students with autism spectrum disorders (ASD) participated in this study, which compared video self-prompting using individualized videos and video self-prompting using non-specific videos. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target skill. The student then performs individual steps of the skill before proceeding to the next video clip. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. Improvements were noted for both the individualized and the non-specific video-prompts for all three students and all six skills. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills 2 and 4 weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed. (As Provided). |
Anmerkungen | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |