iPad® Video Prompting to Teach Young Adults with Disabilities Independent Living Skills: A Maintenance Study

Autor/inn/en	Kellems, Ryan O.; Rickard, Tobias H.; Okray, Dana A.; Sauer-Sagiv, Leora; Washburn, Betsy
Titel	iPad® Video Prompting to Teach Young Adults with Disabilities Independent Living Skills: A Maintenance Study
Quelle	In: Career Development and Transition for Exceptional Individuals, 41 (2018) 3, S.175-184 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143417719078
Schlagwörter	Program Effectiveness; Daily Living Skills; Disabilities; Young Adults; Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; Skill Development; Generalization; Video Technology; Community Programs; Children; Intelligence Tests; Adjustment (to Environment); Behavior Rating Scales; Autism; Genetic Disorders; Pervasive Developmental Disorders; Wechsler Intelligence Scale for Children; Wechsler Adult Intelligence Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Handicap; Behinderung; Young adult; Junger Erwachsener; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Child; Kind; Kinder; Intelligence test; Intelligenztest; Autismus
Abstract	The purpose of this study was to evaluate the effectiveness of an iPad® as a prompting device for teaching five daily living skills to three young adults with disabilities. Identified target tasks were (a) making spaghetti, (b) cleaning the dining room, (c) making macaroni and cheese, (d) cleaning the front porch, (e) cleaning the back porch, (f) cleaning the living room, and (g) mailing a letter. A multiple probe across behaviors design demonstrated use of the iPad® was associated with immediate and significant gains in the percentage of steps completed correctly for each identified target task. All four participants were able to maintain task acquisition without the use of the iPad®. (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