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Altaf, Enas MohammedNour; Bennett, Kyle D. – Education and Training in Autism and Developmental Disabilities, 2023
Researchers have investigated several variations of video prompting (VP), including a recent version called continuous video prompting (CVP). When using CVP, a practitioner plays videos of each task step identically to what would be seen when using VP. With CVP, however, the video for a given task step repeats until the student completes the step…
Descriptors: Prompting, Video Technology, Autism Spectrum Disorders, Students with Disabilities
Stacy K. Dymond; Michelle L. Bonati; Anthony J. Plotner; Lance S. Neeper; Rahkyung Kim – Education and Training in Autism and Developmental Disabilities, 2024
This literature review examined trends in the curricular focus and type of articles published on secondary curriculum for transition-age students with severe disabilities across a 40-year time span (1981-2020). We analyzed 397 peer-reviewed journal articles by decade. The number of articles published steadily declined from 1981-1990 to 2001-2010…
Descriptors: Secondary School Curriculum, Students with Disabilities, Severe Disabilities, Late Adolescents
Bross, Leslie Ann; Wood, Charles L.; Masud, Andy; Fredrick, Darcy; Vicchio, Janie N. – Education and Training in Autism and Developmental Disabilities, 2023
Teaching travel skills is an important aspect of special education transition services to overcome barriers to community integration for young adults with intellectual and developmental disabilities (IDD). Ridesharing applications are a viable transportation option to consider to promote independence. In this study, four young adults with IDD,…
Descriptors: Travel Training, Transportation, Young Adults, Intellectual Disability
Emily C. Bouck; Laura Norwine; Holly M. Long; Larissa Jakubow; James Nuse – Education and Training in Autism and Developmental Disabilities, 2025
Life skills represent important skills needed for students with intellectual and developmental disabilities (IDD). Technology, including immersive and non-immersive virtual reality, presents options to support the acquisition and maintenance of life skills for students with IDD. In this study, researchers examined a non-immersive virtual…
Descriptors: High School Students, Intellectual Disability, Developmental Disabilities, Students with Disabilities
Goo, Minkowan; Maurer, Adela L.; Wehmeyer, Michael L. – Education and Training in Autism and Developmental Disabilities, 2019
The purpose of this manuscript was to systematically review the literature on the use of portable smart devices in teaching students with intellectual disability functional skills. Eighteen empirical studies were identified and summarized. This review especially focused on which devices were included and how these devices were used to teach home-,…
Descriptors: Daily Living Skills, Handheld Devices, Intellectual Disability, Skill Development
Bouck, Emily C.; Long, Holly; Park, Jiyoon – Education and Training in Autism and Developmental Disabilities, 2021
Mathematics is an important but also under-explored area of education for students with disabilities, including middle school students with intellectual and other developmental disabilities. In this study, researchers taught middle school students with intellectual and developmental disabilities (IDD) to solve word problems grounded in life skills…
Descriptors: Middle School Students, Developmental Disabilities, Mathematics Instruction, Students with Disabilities
Kucharczyk, Suzanne; Whitby, Peggy J. Schaefer; Mrla, Tiffany – Education and Training in Autism and Developmental Disabilities, 2019
Evidence-based practices have been identified for children with autism spectrum disorder (ASD). Given the co-occurrence of ASD and visual impairments (VI), it is critical that the effectiveness of these practices be assessed with children who have ASD and VI. Structured work systems have not been evaluated for children with ASD and VI. Structured…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Comorbidity
Brady, Michael P.; Honsberger, Christine; Cadette, Jessica; Honsberger, Toby – Education and Training in Autism and Developmental Disabilities, 2016
Many adolescents with disabilities do not independently perform the daily living skills needed to be successful in typical community environments. Literacy Based Behavioral Interventions have been effective in promoting skill acquisition and maintenance in some learners, but have yet to be implemented to teach basic self-care skills. Also, LBBIs…
Descriptors: Intervention, Daily Living Skills, Adolescents, Peer Teaching
Westling, David L.; Kelley, Kelly R. – Education and Training in Autism and Developmental Disabilities, 2020
Data from previous studies are presented that demonstrate that community living for persons with intellectual and developmental disabilities (IDD) has improved in recent years, but that living in one's own home by these individuals is still a very rare outcome. Literature is presented that explains how living arrangements for adults with IDD have…
Descriptors: Intellectual Disability, Independent Living, Intervention, Civil Rights Legislation
Wu, Pei-Fang; Wheaton, Joe E.; Cannella-Malone, Helen I. – Education and Training in Autism and Developmental Disabilities, 2016
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…
Descriptors: Video Technology, Prompting, Daily Living Skills, Deafness
Sabielny, Linsey M.; Cannella-Malone, Helen I. – Education and Training in Autism and Developmental Disabilities, 2014
Determining the most effective prompting strategies to be used for individuals with significant intellectual disability can assist in the acquisition of skills, reduction of errors, and avoidance of prompt dependency. However, few studies have directly compared the effects of different prompting strategies to determine which are the most…
Descriptors: Daily Living Skills, Prompting, Teaching Methods, Verbal Communication
Ohtake, Yoshihisa; Takahashi, Ayaka; Watanabe, Kentaro – Education and Training in Autism and Developmental Disabilities, 2015
The present study investigated the effectiveness of video hero modeling (VHM) for building four bathroom-related behaviors of an elementary-aged student with autism spectrum disorder. In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used. In the video, an animated face of a cartoon hero…
Descriptors: Autism, Pervasive Developmental Disorders, Video Technology, Audiovisual Instruction
Spencer, Galen P.; Mechling, Linda C.; Ivey, Alexandria N. – Education and Training in Autism and Developmental Disabilities, 2015
The purpose of this study was to compare the effects of three video perspectives: point-of-view, scene view, and a combination of point-of-view and scene view on task completion by three young adults with moderate intellectual disability. The comparison was made, using an Adapted Alternating Treatments Design, across three sets of fundamentally…
Descriptors: Comparative Analysis, Video Technology, Perspective Taking, Young Adults
Ardiç, Avsar; Cavkaytar, Atilla – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this study was to determine effectiveness of a modified version of Azrin and Foxx's (1971) intensive toilet training method on teaching of toilet skills to children with autism. This method consists of administering extra fluids and a time schedule, but does not use overcorrection procedures. Implementation requires a study of six…
Descriptors: Daily Living Skills, Autism, Program Effectiveness, Toilet Training
Mechling, Linda C.; Bryant, Kathryn J.; Spencer, Galen P.; Ayres, Kevin M. – Education and Training in Autism and Developmental Disabilities, 2015
Two different video-based procedures for presenting the passage of time (how long a step lasts) were examined. The two procedures were presented within the framework of video prompting to promote independent multi-step task completion across four young adults with moderate intellectual disability. The two procedures demonstrating passage of the…
Descriptors: Video Technology, Prompting, Moderate Mental Retardation, Young Adults
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