Effects of a Video Model to Teach Students with Moderate Intellectual Disability to Use Key Features of an iPhone

Autor/inn/en	Walser, Kathryn; Ayres, Kevin; Foote, Erika
Titel	Effects of a Video Model to Teach Students with Moderate Intellectual Disability to Use Key Features of an iPhone
Quelle	In: Education and Training in Autism and Developmental Disabilities, 47 (2012) 3, S.319-331 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Intervention; Generalization; Video Technology; Photography; Role Models; Moderate Mental Retardation; Telecommunications; Handheld Devices; High School Students; Educational Technology + Suchen Sie Ihr Suchwort? Fotografie; Identifikationsfigur; Telekommunikationstechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsmedien
Abstract	This study evaluated the effects of video modeling on teaching three high school students with moderate intellectual disability to perform three activities on an iPhone 3GS. This study is a replication and extension of the Hammond, Whatley, Ayres, and Gast (2010) study in which researchers taught this same set of skills using a slightly different format of instruction and a less complex hand-held device. In the current study, a multiple probe design across three behaviors, replicated across three participants, was used to evaluate the effects of video modeling on participants' capacities to (a) take a photograph of a person, (b) look at photographs by starting a slideshow, and (c) access and view a video. Generalization to a more complex home screen arrangement featuring multiple unused buttons not present during intervention was also measured following intervention. Results of the present study indicate that video modeling was effective in teaching target behaviors in a near-errorless fashion. Additionally, during generalization, students were able to navigate to each of the three tasks despite the addition of 14 other distracter buttons, not previously present without additional training. (Contains 3 figures and 2 tables.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10