Comparison of Self, Other, and Subjective Video Models for Teaching Daily Living Skills to Individuals with Developmental Disabilities

Autor/inn/en	Van Laarhoven, Toni; Zurita, Leslie M.; Johnson, Jesse W.; Grider, Katie M.; Grider, Kristin L.
Titel	Comparison of Self, Other, and Subjective Video Models for Teaching Daily Living Skills to Individuals with Developmental Disabilities
Quelle	In: Education and Training in Developmental Disabilities, 44 (2009) 4, S.509-522 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Developmental Disabilities; Daily Living Skills; Teaching Methods; Educational Technology; Computer Software; Models; Simulation; Skill Development; High School Students; Prompting; Instructional Effectiveness; Comparative Analysis; Responses; Effect Size; Video Technology; Special Needs Students; Illinois + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Alltagsfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Analogiemodell; Simulation program; Simulationsprogramm; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Benutzerführung; Unterrichtserfolg; Sonderpädagogischer Förderbedarf
Abstract	This study compared the effectiveness of self-, other-, and subjective-video models on teaching daily living skills to three individuals with developmental disabilities. Results indicated that all conditions were effective in promoting independent correct responding in both instructional and generalization settings and that the effects maintained over time. Two of the three participants engaged in more independent correct responding when they were taught skills with the other model condition, while the other participant engaged in more independent responding on the target skill when the subjective model condition was the instructional procedure. However, there were significant differences between the model types when time needed to create the stimulus materials was considered. Creation of self-modeling materials required almost twice as much time as the other- and subjective-modeling materials, which made self-models less cost effective in terms of teacher time and outcomes. (Contains 1 table and 6 figures.) (As Provided).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10