Anna M. Brady-Ruehs, Adam Carreon, Toni Van Laarhoven, Jesse Johnson, Lynette Chandler
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引用次数: 0
Abstract
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.
期刊介绍：
Education and Treatment of Children (ETC) is devoted to the dissemination of information concerning the development of services for children and youth who are at risk for or experiencing emotional or behavioral problems. A primary criterion for publication is that the material be of direct value to educators, parents, child care providers, or mental health professionals in improving the effectiveness of their services. Therefore, authors are required to compose their manuscripts in a clear, concise style that will be readily understood by the practitioners who are likely to make use of the information.
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