Using Video Prompting with Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination

Autor/inn/en	Wu, Pei-Fang; Cannella-Malone, Helen I.; Wheaton, Joe E.; Tullis, Chris A.
Titel	Using Video Prompting with Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination
Quelle	In: Focus on Autism and Other Developmental Disabilities, 31 (2016) 2, S.129-139 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357614533594
Schlagwörter	Adolescents; Males; Intellectual Disability; Developmental Disabilities; Autism; Urban Schools; Self Contained Classrooms; Video Technology; Prompting; Daily Living Skills; Handheld Devices; Teaching Methods; Error Correction; Instructional Effectiveness; Intervention; Skill Development; Mastery Learning; Transfer of Training; Outcomes of Treatment; Rating Scales; Adjustment (to Environment); Behavior Rating Scales; Intelligence Tests; Children; Data Collection; Interrater Reliability; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Male; Männliches Geschlecht; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Autismus; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Benutzerführung; Alltagsfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Ausbildung; Rating-Skala; Intelligence test; Intelligenztest; Child; Kind; Kinder; Data capture; Datensammlung; Interrater-Reliabilität
Abstract	Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward "chunked" during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition. (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