Download or read book The Effects of Self directed Video Prompting on Teaching Individuals with Moderate to Severe Disabilities Daily Living Skills written by David George Brooks and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effects of self-delivered video prompts via an iPod Touch on teaching six adolescents with moderate to severe intellectual and developmental disabilities two daily living skills. Students were taught the skill of washing a table with a spray bottle using video prompts presented by the instructor. Once a student reached 80% correct for three consecutive trials, they were taught to use the iPod Touch. In the next phase, the students used the iPod Touch to teach themselves the skill of vacuuming. Results of the study indicate that video prompting was an effective teaching tool for four of the six participants. Three of the participants also used the iPod Touch to teach themselves the skill of vacuuming.
Download or read book The Effects of Self directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities written by Daniel O. Payne and published by . This book was released on 2011 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study evaluated the effectiveness of video prompts presented on an iPod Touch on the acquisition of two daily living skills and a system of most-to-least prompts to teach four students with moderate to severe intellectual and developmental disabilities to use the iPod Touch as a self-directed prompting device. In phase 1, video prompting was used to teach the students to make microwave popcorn. Once the criterion of 80% was reached for three consecutive sessions, the students were taught to use the iPod Touch. In the third phase, the students used self-directed video prompts to learn to make instant noodle soup. A multiple probe across participants design was used to evaluate the effects of video and self-directed video prompting. Results showed that video prompting via an iPod Touch was effective for three of the four participants. One of the four participants learned to use the iPod Touch and another made significant progress towards learning to use the iPod Touch.
Download or read book Using Self directed Video Prompting to Teach Daily Living Skills to Individuals with Severe Autism written by Ashley L. Cary and published by . This book was released on 2018 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with severe autism spectrum disorder and intellectual disability face poor outcomes in the area of self-determination and independence due to deficits in the areas of daily living skills. Utilizing video prompting is a way of teaching daily living skills and providing independence, and teaching students to self-direct their video prompts is a way to reduce instruction provided by a teacher or job coach. Three participants with severe autism and intellectual disability were taught three daily living skills using self-directed video prompting on an iPod Touch. Students were taught to load a dishwasher with instructor-delivered video prompts. After reaching mastery, they were taught using modeling followed by decreasing prompts to use the iPod Touch to watch prompts to Swiffer mop the kitchen floor. When they were at mastery on the second phase, they were allowed to self-direct their own video prompts to teach themselves to wipe the bathroom mirror. Results of the study demonstrate that all four students acquired the skills using video prompting. All three participants became more independent using the iPod Touch by the third phase, but weren’t completely independent self-directing their video prompts.
Download or read book Using Self directed Video Prompting for Skill Acquisition with Post secondary Students with Intellectual Developmental Disabilities written by Eliseo Dave Jimenez and published by . This book was released on 2014 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation contains three stand-alone papers on the topic of using video prompting and self-directed video prompting to teach individuals with intellectual and developmental disabilities. The literature review examined the current body of literature to better understand if and how video prompting was being utilized with individuals with moderate to profound disabilities. Additionally, maintenance and generalization measures were examined to determine the extent to which each was being utilized and measured. Overall, there were positive results for the use of video prompting as a stand-alone procedure and as a packaged intervention. Additionally, there were positive results for the studies that included maintenance and/or generalization measures. Using the information from the literature review, the research paper presents a study that taught two individuals with intellectual and developmental disabilities vocational and daily living skills using self-directed video prompting. Following task mastery, maintenance probes were conducted for 2 weeks starting 1-week post-mastery. Results showed that both students acquired novel skills across all three tiers, indicating that individuals can acquire novel tasks with minimal prompting with self-directed video prompting. The third paper is a practitioner paper that teachers and other practitioners can use to teach their students how to independently provide their own video prompts and how they can promote generalization after students have learned self-directed video prompting.
Download or read book The Effects of Video Prompting on the Daily Living Skills of Middle School Students with Moderate to Severe Disabilities written by Marissa M. Nie and published by . This book was released on 2014 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Technology to Enhance Special Education written by Jeffrey P. Bakken and published by Emerald Group Publishing. This book was released on 2023-02-02 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, focuses on how general and special educators can use technology to work with children and youth with disabilities.
Download or read book Intellectual Disability and Assistive Technology written by Fleur Heleen Boot and published by Frontiers Media SA. This book was released on 2019-09-23 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: The capacity of assistive technology (AT) to improve the lives of individuals with disabilities is well documented. Although promising, it is not without challenges. Historically, devices that provide mobility aids and physical supports dominate the world of AT; however, AT solution that specifically aims to address cognitive needs is scarce. The inequality of AT accessibility has left populations such as individuals with intellectual disability (ID) behind these potential benefits. This book presents six articles that highlight the need, impact, and possibilities of AT for people with ID. With the emphasis on the multidisciplinary perspectives, the objective of the book is to facilitate a better understanding of the needs of people with ID and the potential AT influences. Ultimately, we hope this book will shed some lights on this important topic and provoke more discussions and efforts devoted to improving the lives of individuals with ID through the use of AT.
Download or read book Effects of Self directed Video Prompting on Vocational Task Acquisition written by Amy E. Heider and published by . This book was released on 2017 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Efficient vocational skills instruction is needed to meet the needs of a growing number of job-seekers with intellectual and developmental disabilities (IDD). This study examines the effects of self-directed video prompting used to teach transition-age students with IDD chained vocational tasks. A multiple baseline design across behaviors was replicated across two participants. Both participants mastered iPhone navigation after observing a model and completing 2–3 sessions in a training phase. After training, students independently navigated the iPhone and played video prompts. Both students made substantial progress on all three tasks, reaching 100% accuracy in two of the tasks. Students were given the opportunity to self-fade in maintenance sessions following mastery of all three tasks.
Download or read book Using Self directed Video Prompting to Teach Vocational Skills to Transition Age Students with Autism Spectrum Disorder and Intellectual Disabilities written by Irene Trinette Jones and published by . This book was released on 2015 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Employment is an influential factor in the quality of life for individuals with intellectual and developmental disabilities (Lewis, 2011), but securing and maintaining gainful employment is difficult. According to the U. S. Department of Labor (2013), the rate of employment for individuals with a disability was 30% while the rate of employment for those without a disability was 76%. According to the American Community Survey (2011), the percentage of working-age people with an intellectual disability working full-time/full year was only 11% (Erickson, Lee, & von Schrader, 2012). Kaye and colleagues (2011) found that employers are reluctant to hire and retain workers with disabilities due in part to the cost of accommodations, need for supervision, the lack of skills, and the ability to perform a quality job. The importance of improving the vocational skills of students with disabilities has been highlighted in the provision of Individuals with Disabilities Education Act (IDEA) which stipulates the use of scientifically-based practices to address skill deficits during transition planning. A step toward achieving these transition goals has come from the use of visually-based technology. Existing research suggests individuals with disabilities can benefit from vocational training delivered via affordable assistive technology (Furrnis et al., 2001). Commercially available handheld touch screen technology has the potential to reduce employers’ cost of providing accommodations by equipping workers with tools designed to teach them vocational skills, thereby enabling them to produce and maintain high quality performance with minimal need for direct supervision. This research examined the use of self-directed video prompting (SDVP) strategies to increase the acquisition of vocational skills for transition-age individuals with autism and mild intellectual disabilities through the use of a multiple probe across tasks design replicated across four participants. The results indicate all four participants acquired and maintained novel vocational skills, independently operated a handheld device from beginning-to-end, and transferred prompt dependence from the trainer to a handheld device. Results further showed that all participants assessed 10-weeks after the cessation of the intervention phase successfully generalize newly acquired skills to untrained settings and materials at 100% accuracy.
Download or read book Essential for Living written by Patrick McGreevy and published by . This book was released on 2014-09-20 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How to Use Video Modeling and Video Prompting written by Jeff Sigafoos and published by Pro-Ed. This book was released on 2007 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Video Prompting for Activities of Daily Living with Preschool Students with Significant Intellectual and Developmental Disabilities written by Lindsey Adele Penrod and published by . This book was released on 2015 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with intellectual and developmental disabilities (IDD) often need to be explicitly taught activities of daily living (ADLs) that will lead to a more independent lifestyle. Research indicates that the earlier interventions begin, the bigger impact they may have on the individual. Video prompting is one way that has been shown to be effective in teaching individuals with IDD ADLs. This study used a multiple probe across tasks design to determine whether two preschoolers with IDD would acquire ADLs with video prompting. Imitation skills were also assessed to determine if skill acquisition using video prompting was impacted by imitation skills. Results indicate that video prompting with error correction was successful in teaching one participant ADLs. The second participant did not acquire the skills with video prompting and error correction alone. When vivo teaching was implemented, minor increases were made, but mastery was not reached with the second participant. Results of the imitation assessment show that the participant who acquired ADLs with video prompting had a high level of imitation skills prior to the intervention. The student who did not acquire the skills had a low level of imitation skills. This indicates that imitation could be a possible indicator of the effectiveness of video prompting as an intervention for individuals with IDD. The paper will discuss further procedures of generalization, limitations, and areas for future research.
Download or read book Assistive Technology and Autism Spectrum Disorders Research Based Practice and Innovation in the Field written by Seat Center ATIA and published by Lulu.com. This book was released on 2010-04-28 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: This special issue of Assistive Technology Outcomes and Benefits focuses on research related to assistive technology applications for children with autism.
Download or read book Collaborative Teams for Students with Severe Disabilities written by Beverly Rainforth and published by . This book was released on 1997 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Equally useful as a training text and as a professional development tool, this resource helps both students and professionals update their knowledge, refine their skills and increase their effectiveness.
Download or read book A Comparison of Individualized and Non specific Video prompts in Teaching Daily Living Skills to Students with Autism Spectrum Disorders written by Sarah Domire and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Three elementary students with autism spectrum disorders (ASD) participated in this study, which examined generalization effects of video self-prompting to teach daily living skills. 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. The individualized video-prompts were tailored to each student in terms of the model used, materials, and setting, while the non-specific set of video-prompts used an unknown adult as the model, different materials, and a novel setting. The video-prompts and daily living skills were counterbalanced within and across participants. 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 two and four weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed.
Download or read book Effects of Self directed Video Prompting Using IPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities written by Jennifer Marie Cullen and published by . This book was released on 2013 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. In this study, self-directed video prompting on iPads was used with three male participants with intellectual and developmental disabilities. A multiple probe across tasks design was used to determine the effects of the intervention on the accuracy of vocational task acquisition in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. All three participants acquired device usage in two to five trials. The participants all acquired three vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks.
Download or read book Teaching Students with Moderate to Severe Disabilities written by Mark Wolery and published by Longman Publishing Group. This book was released on 1992 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
