Comparing the Effectiveness of Two Video Fading Procedures for Teaching Students with Developmental Disabilities Daily Living Skills

被引：0

作者：

Brady-Ruehs, Anna M. ^{[1
]}

Carreon, Adam ^{[2
]}

Van Laarhoven, Toni ^{[3
]}

Johnson, Jesse ^{[3
]}

Chandler, Lynette ^{[3
]}

机构：

[1] Training Sch, Union Grove, WI 53182 USA

[2] Georgia Southern Univ, Statesboro, GA USA

[3] Northern Illinois Univ, De Kalb, IL USA

来源：

EDUCATION AND TREATMENT OF CHILDREN | 2024年 / 47卷 / 02期

关键词：

Video-based instruction; Autism; Intellectual disabilities; Daily living skills; AUTISM SPECTRUM DISORDERS; PERSONAL DIGITAL ASSISTANT; TRANSITION; ADULTS; INDIVIDUALS; PERFORMANCE; CHILDREN; PICTURE; SCHOOL; TASKS;

D O I：

10.1007/s43494-023-00113-w

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study used an adapted alternating treatments design to compare the effectiveness of two different procedures for fading video prompts for teaching two individuals with developmental disabilities and moderate intellectual disability to independently perform two different daily living tasks. The tasks were systematically faded from video prompts to video models or from video prompts to picture prompts. Results indicated that both methods of fading were effective for increasing the participants' level of correct, independent performance. However, all four participants scored higher on their posttests for the skill taught through the video modeling condition. Students' preferences in relation to their performance and teachers' perspectives of the video instruction are also discussed. Implications for practice and future research are included.

引用

页码：151 / 164

页数：14

共 27 条

[1] Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals With Autism Spectrum Disorder [J].