Teaching Students with Developmental Disabilities Daily Living Skills Using Point-of-View Modeling plus Video Prompting with Error Correction

Autor/inn/en	Gardner, Stephanie J.; Wolfe, Pamela S.
Titel	Teaching Students with Developmental Disabilities Daily Living Skills Using Point-of-View Modeling plus Video Prompting with Error Correction
Quelle	In: Focus on Autism and Other Developmental Disabilities, 30 (2015) 4, S.195-207 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357614547810
Schlagwörter	Developmental Disabilities; Daily Living Skills; Teaching Methods; Skill Development; Video Technology; Modeling (Psychology); Prompting; Error Correction; Intervention; Program Effectiveness; Observation; Middle School Students; Special Education; Early Adolescents; Pennsylvania + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Alltagsfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Modeling; Modelling; Modellierung; Benutzerführung; Korrektur; Beobachtung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01