Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students With High-Incidence Disabilities

Abstract

The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the algebraic equations. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. Dependent measures included the percentage of steps correct and the percentage of problems correct on novel problems during baseline, pre-VSP session probes, and maintenance and generalization probes. Three of four participants’ data evidenced a functional relation between the VSP intervention and solving the targeted algebraic equations. Participants’ skills maintained to varying degrees. In addition, participants’ skills generalized to a similar but untaught equation type. Limitations and implications for future research and practice are discussed.