Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

Sally B. Shepley, Amy D. Spriggs, Mark D. Samudre, Emily C. Sartini

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

Original languageEnglish
Pages (from-to)51-62
Number of pages12
JournalJournal of Special Education
Volume53
Issue number1
DOIs
StatePublished - May 1 2019

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2018.

Keywords

  • intellectual disability
  • self-instruction
  • video activity schedules
  • video modeling

ASJC Scopus subject areas

  • Education
  • Rehabilitation

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