Comparison of the Effects of Continuous Video Modeling, Video Prompting, and Video Modeling on Task Completion by Young Adults with Moderate Intellectual Disability

Autor/inn/en	Mechling, Linda C.; Ayres, Kevin M.; Bryant, Kathryn J.; Foster, Ashley L.
Titel	Comparison of the Effects of Continuous Video Modeling, Video Prompting, and Video Modeling on Task Completion by Young Adults with Moderate Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 49 (2014) 4, S.491-504 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Comparative Analysis; Modeling (Psychology); Prompting; Video Technology; High School Students; Moderate Mental Retardation; Technology Uses in Education; Instructional Effectiveness; Daily Living Skills + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Benutzerführung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Alltagsfertigkeit
Abstract	This study compared the effects of three procedures (video prompting: VP, video modeling: VM, and continuous video modeling: CVM) on task completion by three high school students with moderate intellectual disability. The comparison was made across three sets of fundamentally different tasks (putting away household items in clusters of two items; multi-step cleaning tasks whereby each step in the task was completed one time; and multi-component folding tasks whereby steps were performed repetitively). The study combined a multiple probe across behaviors design with an adapted alternating treatments design replicated across three participants. Overall, VP was more effective across the three students for 6 of the 9 tasks, followed by CVM (2 of 9 tasks), and VM (1 of 9 tasks). These data further suggest that the type of task and student characteristics may influence the effectiveness of the three video procedures. (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	2017/4/10