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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 61 to 70 of 83 (0.041 seconds)Spelling suggestions: "subject:"prompted"" "subject:"prompt""
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Using Self-Directed Video Prompting to Teach Daily Living Skills to Individuals with Severe Autism.Cary, Ashley Lauren 02 August 2018 (has links)
No description available.
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| 62 |
Assessing Vocabulary in Context Using Graduated PromptingHayes, Danielle J. 20 September 2011 (has links)
No description available.
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| 63 |
The Effects of Instructor-Directed Video Prompting on Teaching Vocational SkillsLeighner, Ross 14 October 2015 (has links)
No description available.
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| 64 |
Yes You Can: The Effects of a Module to Teach Preference Assessments and Least-to-Most Prompting ProceduresShapiro, Marnie Nicole 20 December 2016 (has links)
No description available.
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| 65 |
The Effects of Video Prompting and Activity Schedules on The Acquisition of Independent Living Skills of Students Who Are Deaf and Have Developmental DisabilitiesWu, Pei-Fang 26 September 2011 (has links)
No description available.
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| 66 |
The Effects of Self-Directed Video Prompting on Teaching Individuals With Moderate to Severe Disabilities Daily Living SkillsBrooks, David G. 14 August 2012 (has links)
No description available.
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| 67 |
The Use of Video Prompting on the Acquisition, Maintenance, and Generalization of a Line Dance by Adolescents with Autism Spectrum DisordersGies, Maria 19 June 2012 (has links)
No description available.
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| 68 |
Effects of Simultaneous Prompting in teaching a chained self-care taskto primary school students with severe cognitive disabilitiesWong, Kit-ching., 王潔貞. January 2005 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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| 69 |
Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video promptingUnknown Date (has links)
Autism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a multiple probe design across participants to examine the effectiveness of a video modeling intervention with in situ video prompting feedback to teach five individuals with ASD to safely navigate a parking lot. Results of the study revealed that all five participants rapidly acquired the targeted skills and the skills were maintained in the absence of the video intervention at one week and two week intervals. Suggestions for further applications of the intervention package and implications for safety instruction are also offered. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection
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| 70 |
Teaching Functional Skills to Individuals with Developmental Disabilities Using Video PromptingHorn, Julie A 27 April 2008 (has links)
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.
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