Abstract

This study examined the effectiveness of self-operated video models on the skill acquisition of a series of novel tasks taught in community-based settings. In addition, the percent of independent task transitions and the duration at which four secondary students with a moderate intellectual disability transitioned between tasks was also examined. Using a multiple-baseline design across settings, results indicated that all students showed increases in independent task performance and task transitions as well as decreases in transition durations across community settings when learning novel tasks.

Citation

Taber-Doughty, T., Miller, B., Shurr, J. & Wiles, B. (2013). Portable and Accessible Video Modeling: Teaching a Series of Novel Skills within School and Community Settings. Education and Training in Autism and Developmental Disabilities, 48(2), 147-163. Retrieved August 13, 2024 from https://www.learntechlib.org/p/155967/.

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Keywords

• Computer Uses in Education
• Handheld Devices
• Instructional Effectiveness
• Modeling (Psychology)
• Moderate Mental Retardation
• Novelty (Stimulus Dimension)
• Secondary School Students
• Skill Development
• Video Technology