Effects of Self-Mediated Video Modeling Compared to Video Self-Prompting for Adolescents with Intellectual Disability

Autor/inn/en	Shepley, Sally B.; Ayres, Kevin M.; Cagliani, Rachel; Whiteside, Erinn
Titel	Effects of Self-Mediated Video Modeling Compared to Video Self-Prompting for Adolescents with Intellectual Disability
Quelle	In: Education and Training in Autism and Developmental Disabilities, 53 (2018) 3, S.264-275 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Adolescents; Intellectual Disability; Video Technology; Independent Study; Females; High School Students; Art Activities; Self Determination; Prompting; Skill Development; Modeling (Psychology); Program Effectiveness; Adjustment (to Environment); Behavior Rating Scales; Adults; Intelligence Tests; Cognitive Ability; Telecommunications; Handheld Devices; Vineland Adaptive Behavior Scales; Wechsler Adult Intelligence Scale; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intellect; Disability; Disabilities; Verstand; Behinderung; Selbststudium; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Künstlerische Tätigkeit; Selbstbestimmung; Benutzerführung; Kompetenzentwicklung; Qualifikationsentwicklung; Modeling; Modelling; Modellierung; Intelligence test; Intelligenztest; Denkfähigkeit; Telekommunikationstechnik
Abstract	Self-instruction is a pivotal skill that promotes independence and self-determination by allowing individuals to independently access prompts during the acquisition of new skills while decreasing the need for support from another person. Self-mediated video modeling (SMVM) and video self-prompting (VSP) are two methods of video-based self-instruction in which individuals use technology to access visual support while practicing new skills. This study evaluated the efficiency of SMVM versus VSP to teach four high school females with intellectual disability art-related tasks in a school setting. An adapted alternating treatments design was used to compare the effects of SMVM and VSP on sessions to criterion and instructional time to criterion. Results indicated that both SMVM and VSP resulted in an increase in percentage of correct responses across all participants, but VSP tasks resulted in all participants reaching mastery criterion in the fewest sessions to criterion. (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