Comparison of Methods for Demonstrating Passage of Time When Using Computer-Based Video Prompting

Autor/inn/en	Mechling, Linda C.; Bryant, Kathryn J.; Spencer, Galen P.; Ayres, Kevin M.
Titel	Comparison of Methods for Demonstrating Passage of Time When Using Computer-Based Video Prompting
Quelle	In: Education and Training in Autism and Developmental Disabilities, 50 (2015) 1, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Video Technology; Prompting; Moderate Mental Retardation; Young Adults; Time; Concept Formation; Color; Coding; Teaching Methods; Instructional Effectiveness; Transitional Programs; High Schools; Daily Living Skills; Skill Development; Task Analysis; Observation; Responses; Computer Assisted Instruction; Educational Technology; Bayley Scales of Infant Development; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Benutzerführung; Young adult; Junger Erwachsener; Zeit; Concept learning; Begriffsbildung; Colour; Farbbezeichnung; Farbe; Codierung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; High school; Oberschule; Alltagsfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Aufgabenanalyse; Beobachtung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien
Abstract	Two different video-based procedures for presenting the passage of time (how long a step lasts) were examined. The two procedures were presented within the framework of video prompting to promote independent multi-step task completion across four young adults with moderate intellectual disability. The two procedures demonstrating passage of the designated amount of time were: a) visual disappearance (counting down) of time on a color coded Time Timer while the video played and; b) a close-up view of the target step (e.g., substance boiling) while the video played. An adapted alternating treatments design, combined with a multiple probe across behaviors design with baseline, comparison, and final treatment conditions was used to compare the two procedures across three sets of tasks. Results indicate that gains were made by each participant when using both video procedures and that both procedures were equally effective in promoting completion of task steps requiring the passage of time. (As Provided).
Anmerkungen	Division on Autism and 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://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01