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The Use of Video-Based Instruction to Promote Independent Performance of Physical Activity Skills in Students with Developmental Disabilities in a School and Community Setting
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Bassette, Laura; Titus-Dieringer, Shannon; Zoder-Martell, Kim; Cremeans, McKenzie – Psychology in the Schools, 2020
School psychologists are well-positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well-being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who…
Descriptors: Video Technology, Instructional Effectiveness, Skill Development, Students with Disabilities
Comparing Self-Directed Video Prompting to Least-to-Most Prompting in Post-Secondary Students with Moderate Intellectual Disabilities
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Cannella-Malone, Helen I.; Chan, Jeffrey M.; Jimenez, Eliseo D. – International Journal of Developmental Disabilities, 2017
Objectives: This study compared the effects of self-directed video prompting with error correction using an iPod Touch to least-to-most prompting on teaching vocational skills to two post-secondary students with moderate intellectual disabilities. Methods: Students were first taught to use the inPromptu mobile application on the iPod Touch. They…
Descriptors: Prompting, College Students, Moderate Intellectual Disability, Video Technology
Increasing Daily Living Independence Using Video Activity Schedules in Middle School Students with Intellectual Disability
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Shepley, Sally B.; Spriggs, Amy D.; Samudre, Mark; Elliot, Mary – Journal of Special Education Technology, 2018
This study used a multiple probe across participants design to (a) evaluate the use of system of least prompts to teach students to self-instruct and (b) evaluate the use of a mobile device for a video activity schedule of a functional daily living skill. In baseline, the classroom teacher asked participants to make a snack and collected…
Descriptors: Daily Living Skills, Video Technology, Middle School Students, Intellectual Disability
Using Video Models to Teach Students with Disabilities to Play the Wii
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Sherrow, Lauren A.; Spriggs, Amy D.; Knight, Victoria F. – Focus on Autism and Other Developmental Disabilities, 2016
This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii.…
Descriptors: Models, High School Students, Moderate Intellectual Disability, Pervasive Developmental Disorders
Discrete Trial Teaching Interventions for Students with Autism: Web-Based Video Modeling for Paraprofessionals
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Cardinal, Jennifer R.; Gabrielsen, Terisa P.; Young, Ellie L.; Hansen, Blake D.; Kellems, Ryan; Hoch, Hannah; Nicksic-Springer, Taryn; Knorr, James – Journal of Special Education Technology, 2017
Delivering individualized learning interventions to students with autism spectrum disorder (ASD) is daunting for education professionals already stretched to capacity meeting needs of all of their students. Paraprofessionals (paraeducators) can assume integral roles in classroom support and management, but they may not be consistently trained in…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Mild Intellectual Disability
Evaluation of Generalized Performance across Materials When Using Video Technology by Students with Autism Spectrum Disorder and Moderate Intellectual Disability
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Mechling, Linda C.; Ayres, Kevin M.; Foster, Ashley L.; Bryant, Kathryn J. – Focus on Autism and Other Developmental Disabilities, 2015
The purpose of this study was to evaluate the ability of four high school-aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student…
Descriptors: Autism, Pervasive Developmental Disorders, High School Students, Generalization