Literaturnachweis - Detailanzeige
| Autor/inn/en | Shepley, Sally B.; Spriggs, Amy D.; Samudre, Mark; Elliot, Mary |
|---|---|
| Titel | Increasing Daily Living Independence Using Video Activity Schedules in Middle School Students with Intellectual Disability |
| Quelle | In: Journal of Special Education Technology, 33 (2018) 2, S.71-82 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643417732294 |
| Schlagwörter | Daily Living Skills; Video Technology; Middle School Students; Intellectual Disability; Handheld Devices; Independent Study; Moderate Intellectual Disability; Severe Disabilities; Educational Technology; Technology Uses in Education; Developmental Disabilities; Children; Intelligence Tests; Adjustment (to Environment); Behavior Rating Scales; Cognitive Ability; Pervasive Developmental Disorders; Autism; Scheduling; Special Education; Kaufman Assessment Battery for Children; Vineland Adaptive Behavior Scales; Stanford Binet Intelligence Scale Alltagsfertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Intellect; Disability; Disabilities; Verstand; Behinderung; Selbststudium; Severe disability; Schwerbehinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Entwicklungsstörung; Child; Kind; Kinder; Intelligence test; Intelligenztest; Denkfähigkeit; Autismus; Disposition; Special needs education; Sonderpädagogik; Sonderschulwesen |
| Abstract | This study used a multiple probe across participants design to (a) evaluate the use of system of least prompts to teach students to self-instruct and (b) evaluate the use of a mobile device for a video activity schedule of a functional daily living skill. In baseline, the classroom teacher asked participants to make a snack and collected performance data. In the technology training condition, the teacher implemented a system of least prompts procedure to teach participants to initiate use of the mobile device, navigate to a training video activity schedule, pause/play videos of training tasks, and perform the modeled training tasks. After meeting criterion in technology training, the classroom teacher evaluated participant performance making a snack following use of a mobile device to self-instruct using a video activity schedule. Participant technology use was still assessed but not included in criterion. All four participants learned to independently initiate and navigate the mobile device during technology training. Three participants self-instructed using the video activity schedule to independently make a snack. (As Provided). |
| Anmerkungen | SAGE Publications. 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 |
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