Literaturnachweis - Detailanzeige
| Autor/inn/en | Heider, Amy E.; Cannella-Malone, Helen I.; Andzik, Natalie R. |
|---|---|
| Titel | Effects of Self-Directed Video Prompting on Vocational Task Acquisition |
| Quelle | In: Career Development and Transition for Exceptional Individuals, 42 (2019) 2, S.87-98 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2165-1434 |
| DOI | 10.1177/2165143417752901 |
| Schlagwörter | Video Technology; Prompting; Independent Study; Job Skills; Students with Disabilities; Handheld Devices; Telecommunications; Moderate Intellectual Disability; Down Syndrome; Instructional Effectiveness; Accuracy |
| Abstract | Efficient vocational skills instruction is needed to meet the needs of a growing number of job seekers with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompting used to teach transition-age students with IDD chained vocational tasks. A multiple probe design across behaviors was replicated across two students. Both students mastered iPhone navigation after observing a model and completing two to three sessions in a training phase. After training, students independently navigated the iPhone and played video prompts. Both students made substantial progress on all three tasks, reaching 100% accuracy in two of the tasks. (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 |
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