Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder

Autor/inn/en	Kaya, Feyat; Yucesoy-Ozkan, Serife
Titel	Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder
Quelle	In: Education and Treatment of Children, 45 (2022) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaya, Feyat) ORCID (Yucesoy-Ozkan, Serife)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
DOI	10.1007/s43494-021-00060-4
Schlagwörter	Independent Study; Video Technology; Prompting; Artificial Speech; Narration; Teaching Methods; Daily Living Skills; Children; Autism; Pervasive Developmental Disorders; Instructional Effectiveness; Handheld Devices + Suchen Sie Ihr Suchwort? Selbststudium; Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Alltagsfertigkeit; Child; Kind; Kinder; Autismus; Unterrichtserfolg
Abstract	In this study, we compared the effectiveness and efficiency of self-directed video prompting with and without voice-over narration for teaching daily living skills to children with autism spectrum disorder (ASD). The participants included four males between the ages of 10 to 14 years with ASD. We used an adapted alternating treatments design to compare video prompting (VP) with and without voice-over narration. Self-directed video prompting was effective both with and without voice-over narration for teaching, maintaining, and generalizing two skills: preparing popcorn and making fresh apple juice. Furthermore, to explore the social validity, we examined the views of participants and special education teachers who work with children with ASD. All participants reported that they enjoyed using a tablet for training and liked learning daily living skills. Three of the four participants preferred VP with voice-over narration over VP without voice-over narration. The teachers stated that the research aims were important, the VP was acceptable, and the results were significant. Further research is needed to support these findings and determine the factors that may be relevant for practitioners considering the use of voice-over narration with VP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01