Increasing Daily Living Independence Using Video Activity Schedules in Middle School Students With Intellectual Disability

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27 Scopus citations

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.

Original languageEnglish
Pages (from-to)71-82
Number of pages12
JournalJournal of Special Education Technology
Volume33
Issue number2
DOIs
StatePublished - Jun 1 2018

Bibliographical note

Publisher Copyright:
© The Author(s) 2017.

Keywords

  • self-instruction
  • student-directed instruction
  • video activity schedule
  • video modeling

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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