Spelling suggestions: "subject:"video prompting"" "subject:"video promptings""
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The evaluation of using video prompting to teach a full meal preparation task to emerging adults with developmental disabilitiesCosgriff, Amanda 09 August 2019 (has links)
The purpose of the current study was to evaluate the use of a video prompting intervention to teach a full meal preparation task to emerging adults with developmental disabilities. The study also sought to identify whether cooking skills generalized across people and settings. 10participants ranging across 20-25 years participated in the study. Participants were required to understand and speak English, be able to attend to a video for at least 30seconds, follow 2-step directions, and be able to stop and start a video on an iPad. Results of the study indicate rapid acquisition from baseline to intervention for a majority of participants. Cooking skills were maintained beyond the treatment setting and person. Further, participants reported the video prompting procedure was an acceptable approach for teaching cooking skills. The results of this study provide further evidence for the use of video prompting to teach cooking skills, and to expand to use to full meal preparation for emerging adults with developmental disabilities.
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Paraprofessional-Implemented Vocational Training for Students With Severe DisabilitiesSeaman, Rachel Lynn 11 October 2017 (has links)
No description available.
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Teaching a Learning Strategy for Computational Mathematics to Students with Moderate to Profound Intellectual Disabilities Using Video PromptingDueker, Scott A. 17 September 2018 (has links)
No description available.
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A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual DisabilitiesO'Rourke, Jamie M. 28 July 2011 (has links)
No description available.
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The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental DisabilitiesPayne, Daniel O. 06 September 2011 (has links)
No description available.
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Using Self-Directed Video Prompting for Skill Acquisition With Post-Secondary Students With Intellectual Developmental DisabilitiesJimenez, Eliseo D. 30 December 2014 (has links)
No description available.
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EFFECTS OF EXPLICIT INSTRUCTION AND SELF-DIRECTED VIDEO PROMPTING ON TEXT COMPREHENSION OF STUDENTS WITH AUTISM SPECTRUM DISORDERSartini, Emily C. 01 January 2016 (has links)
The purpose of this study was to investigate the effects of explicit instruction combined with video prompting to teach text comprehension skills to students with autism spectrum disorder. Participants included 4 elementary school students with autism. A multiple probe across participants design was used to evaluate the intervention’s effectiveness. Results indicated that the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed.
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Comparing the Point-of-View and Spectator Perspectives in Video Prompting for Young Adults with DisabilitiesWashburn, Elizabeth A 01 July 2015 (has links)
Video modeling is an evidence-based practice for teaching a wide range of skills to individuals with disabilities. Recent advances in technology have also made video modeling and video prompting more accessible and feasible for teachers and practitioners. This study aims to see if a functional difference exists between two filming perspectives: point-of-view and spectator. Using a single-subject alternating treatments design with least-to-most prompting, the researcher investigated differences between the two perspectives. Four individuals participated in this study—two males and two females between the ages of 19 and 21 with varying disabilities. Data were analyzed visually. Tasks that were taught are: cutting paper using a paper slicer, gluing paper onto a painted wood block, and opening a combination lock. At the conclusion of the study, it was determined that there is not a substantial difference between the two perspectives. However, participants successfully learned the new skills in both perspectives, indicating that positive outcomes may be observed when using a video prompting intervention to teach new skills to young adults with disabilities.
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Using Video Promoting on an Ipod Touch to Teach Multiple-Step Recipes to Transition-Age Students With Moderate to Severe Cognitive DisabilitiesMourra, Kjerstin 01 May 2015 (has links)
This study investigated effects of video prompting using an iPod Touch to teach recipe-following to four 16-19 year-old youth with intellectual disability and autism in a transition classroom. Target behaviors involved correctly following three multi-step recipes: microwave dinner, brownies, and gelatin. A multiple-probe design across recipes was replicated across participants. After low levels of responding in baseline probes, researchers presented participants with an iPod Touch showing each step of the task using video and with audio narration. Following the video prompting phase, maintenance and home-based generalization probes were conducted. The intervention increased recipe-following performance for all participants. Performance maintained and generalized to youths’ home kitchens. Results are discussed in regards to using video demonstrations in a sequence of prompts.
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The Effects of Video Prompting via an iPad on Vocational Skill Development of Secondary Students with Developmental DisabilitiesLund, Patricia D 01 December 2013 (has links) (PDF)
Current laws stress the importance of using research-based practices to teach transition and vocational skills to students with disabilities. Some of the evidence-based practices include the use of videos to prompt students through a task. Much research has been done concerning the effectiveness of video prompts to teach daily living skills, academic skills and social skills. Transitional skills that have been taught often include simple, entry level skills such as watering plants, cooking soup in the microwave or setting a table. To date, there is little research regarding the use of video prompts to teach complex employment skills that can help students reach competitive employment. The current research attempts to study the effectiveness of video prompting using a multiple baseline ABA research design. Participants included two high school students with autism. Both students were taught how to use woodworking tools to make a key rack. Independent task completion and quality check scores were analyzed and graphed. Both students showed an increase in the number of skills they could perform independently and the overall quality of their work from baseline to intervention. One student was able to maintain the skills after the video prompts were moved. The other student showed a slight decrease in scores after the intervention was removed. Future studies should seek to replicate the study in order to determine a functional relationship between video prompting and independent vocational task completion.
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