Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature regarding video-based intervention, such as video modeling, as an evidence-based practice for academic skills. As technology becomes more and more integrated into U.S. classrooms each year, it is important to evaluate the effectiveness of these interventions. Khan Academy videos are often used as supplemental resources by teachers to assist students with math work. The purposes of this study were to evaluate if in-class viewing of Khan Academy video models would increase math quiz performance for elementary age students with disabilities when used as a supplement to standard teacher instruction, to determine if the use of Khan Academy video models would decrease the total time required to complete a math quiz, and to evaluate the effects of behavioral skills training on math quiz scores in the event that Khan Academy was not effective. Results were evaluated using a non-concurrent multiple baseline across participants design and showed that overall, Khan Academy videos resulted in a slight increase in performance for two participants. The intervention was not effective for the other four. Overall, the duration to complete the quiz did not decrease with the implementation of Khan Academy. All 6 participants required behavioral skills training to increase their performances to mastery levels.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-9100 |
| Date | 19 March 2019 |
| Creators | Reed, Jacy M. |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
Page generated in 0.0022 seconds