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Autor/inn/en | Barman, Munmi; Jena, Ananta Kumar |
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Titel | Effect of Interactive Video-Based Instruction on Learning Performance in Relation to Social Skills of Children with Intellectual Disability |
Quelle | In: International Journal of Developmental Disabilities, 69 (2023) 5, S.683-696 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Barman, Munmi) ORCID (Jena, Ananta Kumar) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2047-3869 |
DOI | 10.1080/20473869.2021.2004535 |
Schlagwörter | Educational Technology; Interpersonal Competence; Students with Disabilities; Intellectual Disability; Program Effectiveness; Special Schools; Interactive Video; Interaction; Adolescents; Skill Development; Communication Skills; Problem Solving; Conflict Resolution; Empathy Unterrichtsmedien; Interpersonale Kompetenz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Special school; Sonderschule; Interaktives Video; Interaktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Problemlösen; Conflict solving; Konfliktlösung; Konfliktregelung; Empathie |
Abstract | Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |