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 Applying Video based Instruction on Employment Skill Acquisition Among Secondary Students with Intellectual and Developmental Disabilities written by Xiaoning Sun (Ph. D. in special education) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explores the theme of applying video-based instruction on employment skill acquisition among secondary students with intellectual and developmental disabilities (IDD). It consists of an introduction, three stand-alone papers, and a research statement. Chapter 1 presents the overview of the current competitive integrated environment (CIE) among individuals with IDD and video-based instruction which lays a foundation for the development of Chapters 2 and 3. Chapter 2 presents a literature review on the efficacy of VBI on employment skill acquisition of secondary students with IDD. Chapter 3 extends this literature by describing an experimental analysis of self-directed video prompting on vocational skills. Chapter 4 is a practitioner paper that maps a framework for preparing and implementing self-directed video prompting. Chapter 5 provides a research statement that discusses how my project findings fit in with the current literature and how my future research will contribute to promoting CIE of individuals with IDD.

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 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 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 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 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 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 Issues in Development and Developmental Disorders 2013 Edition written by and published by ScholarlyEditions. This book was released on 2013-05-01 with total page 770 pages. Available in PDF, EPUB and Kindle. Book excerpt: Issues in Development and Developmental Disorders: 2013 Edition is a ScholarlyEditions™ book that delivers timely, authoritative, and comprehensive information about Adult Development. The editors have built Issues in Development and Developmental Disorders: 2013 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Adult Development in this book to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Development and Developmental Disorders: 2013 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.

Download or read book The Effects of Video Prompting and Activity Schedules on the Acquisition of Independent Living Skills of Students who are Deaf and Have Developmental Disabilities written by Pei-Fang Wu and published by . This book was released on 2011 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The current study investigated whether four Deaf students with developmental disabilities could learn a chain of independent living skills and follow activity schedules using a combination of the two iPod Touch applications (apps): inPromptu and First Then Visual Schedule. Using a multiple probe across participants design, the study examined the effects of the intervention on skill acquisition and generalization to untrained independent living skills and novel sequences of activity schedules after the students mastered the use of the two iPod apps. All participants successfully acquired a variety of independent living skills using video prompting. Three of the four participants were able to follow varied and novel activity schedules after they were trained to follow the fixed order activity schedule. Multiple exemplars were needed for one participant to master varied and novel activity schedules. In addition, all participants successfully followed activity schedules in an untrained setting (e.g., school dorm). This study extended the current literature on video prompting and activity schedules by incorporating both approaches and testing their generalization effects. As such, the study provided new practices that may increase functional independence for Deaf students with developmental disabilities.

Download or read book Applied Behavior Analysis written by John O. Cooper and published by Pearson UK. This book was released on 2020 with total page 2547 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Intellectual and Developmental Disabilities written by John W. Jacobson and published by Springer Science & Business Media. This book was released on 2007-03-15 with total page 722 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides easy-to-access, reliable, up-to-date information on the numerous advances in research, assessment, treatment, and service delivery for clinicians, academics, administrators and other mental health professionals. It examines issues surrounding intellectual and developmental disabilities in a real-world sociopolitical framework. In addition, the book summarizes the major domains and emerging subspecialties of this vast area into one useful reference and so offers a wide range of assessment and diagnostic tools and tactics, including cognitive and adaptive behavior assessments.

Download or read book Video Modeling and Static Video Prompting for Increasing Independent Task Acquisition in Students with Intellectual and Developmental Disabilities written by Nicole Marie Fuscaldo and published by . This book was released on 2019 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study compared the relative efficiency and effectiveness of video prompting with video modeling on participants’ independent functioning for both daily living and vocational tasks. The relative effectiveness of video prompting and video modeling was evaluated using an adapted alternating treatment design. Four participants accessed videos via YouTube using a cell phone and tablet on Android Platforms. Results suggested that Video prompting was slightly more efficient than video modeling; however, levels were very similar across procedures. Three of the four participants performed better during the video prompting condition in which each step was presented individually as opposed to the video modeling condition in which the video played as a whole. Participants also demonstrated improvements in their performance during maintenance, although not to the degree displayed during the intervention. Participants indicated that the intervention was enjoyable and suitable for learning in different environments

Download or read book Using Video Prompting to Teach High School Students with Moderate Intellectual Disabilities a Vocational Skill with a Portable Video Delivery System Employing a Qualitative Case Study written by John Newman and published by . This book was released on 2014 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effectiveness of portable video devices in the delivery of video content using video prompting to teach functional life skills to three high school students with moderate intellectual disabilities. The theoretical frameworks of the social learning theory, anchored instruction, and situated cognition show promise as the foundation of the development of specialized curricula to improve students' functioning in adaptive behavior skills. The study utilized a qualitative case study approach, using a multiple-probe across tasks and a single-subject design to obtain quantitative data as the first data collection strategy for a qualitative case study. Additional data were collected for triangulation, in the form of a parent survey and a student questionnaire. The video content was delivered utilizing an iPod to allow the participants to view the content in a variety of venues, thus increasing the independence of the participants. Data were visually analyzed using graphs of the results obtained from independent completion of a vocational task. Using video prompting with an iPod was found to be effective when it is utilized with other educational methods to reinforce the task presented.

Download or read book A Comparison of the Effects of Video Prompting with and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities written by Jamie M. O'Rourke and published by . This book was released on 2011 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Video prompting has been demonstrated to be an effective method of teaching new skills to individuals with intellectual disabilities. The purpose of this study was to compare the effects of using video prompting with or without error correction delivered via an Apple iPod Touch on the acquisition of vocational tasks for three individuals with intellectual disabilities. The participants were selected through teacher nomination and the two targeted vocational tasks were determined based upon equivalence of difficulty and teacher suggestion. The tasks selected were dust mopping and wet mopping. Both tasks required the use of standard janitorial equipment and were performed within the hallways of the participants' school. A multiple probe combined with an adapted alternating treatments design was used to assess the level of skill acquisition for each of the two tasks. Results showed that for two participants, the acquisition of skills was equal under both conditions, and was slightly better in the absence of the error correction procedure for the remaining participant.

Download or read book The Use of Video based Instruction to Teach Life Skills to Individuals with Developmental Disabilities written by Kori Paige Esplin and published by . This book was released on 2019 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with developmental disabilities struggle to learn important life skills. This deficit impedes their ability to function in the community and live meaningful lives. Video prompting (VP) is an evidence-based practice that has been used to teach a wide variety of skills to individuals with disabilities. VP utilizes technology to create step-by-step videos to teach academic, social, vocational and other life skills This article extends the current literature on VP interventions to hygiene skills and investigates the efficacy, skill maintenance, social validity, and level of independence that can be achieved using VP to teach hygiene skills. Three participants with developmental disabilities were selected from a junior high school and were given a video prompting intervention on an iPad to improve hygiene skills. Hygiene skills that were taught included teeth brushing, teeth flossing, face washing and basic eye makeup application. All three participants reached and maintained mastery in each of their target skills. Social validity data indicated that using iPad delivered VP interventions was socially acceptable for teaching some hygiene skills. Not every participant was able to access the VP intervention completely independently. VP interventions are a viable option for teaching these crucial life skills to individuals with developmental disabilities.

Download or read book Teaching Functional Skills to Individuals with Developmental Disabilities Using Video Prompting written by Julie A. Horn and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Because many individuals with developmental disabilities prefer to be as independent as possible, strategies need to be developed to teach them functional skills. Video prompting is a fairly new technology, in which a person learns to engage in a complex behavior by viewing steps of a task analysis on video. The steps are broken down so that the task is more manageable for the individual. The present study evaluated how many steps needed to be presented in the video model for the learner to acquire a functional skill. Three individuals between the ages of 17 and 29 and diagnosed with mental retardation were selected as participants. The target behaviors were to complete a 10 component laundry skill in a group home setting. Starting with viewing the entire task on video, the task was broken down into halves, then thirds, and so on until the individual performed all steps to criterion. A multiple baseline design was used to show the results of the video prompting procedure. The results showed that one individual learned the task with 5 steps in each video segment, another learned the task with the video broken into 4, 3, and 3 segments, and the final participant did not learn from video. For this participant, a least to most prompting procedure was effective.