Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities.
BACKGROUND:Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. Video-based self-directed prompts have been utilized on iPads, smartphones, and personal digital assistants (PDA...
| Publicado en: | Journal of Vocational Rehabilitation Vol. 46; no. 3; pp. 361 - 376 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=123414270&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 123414270 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2017 vid: 46 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 123414270 123414270 123414270 10.3233/JVR-170873 123414270 ppf: 361 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities. aug: au: Cullen, Jennifer M. Alber-Morgan, Sheila R. Simmons-Reed, Evette A. Izzo, Margo V. affil: Department of Special Education, Teacher's College, Ball State University, Muncie, IN, USA sug: subj: Task Performance and Analysis Computers, Portable Intellectual Disability Developmental Disabilities Young Adult Human Assistive Technology Employment of Persons with Disabilities Autism Spectrum Disorder Self Care ab: BACKGROUND:Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. Video-based self-directed prompts have been utilized on iPads, smartphones, and personal digital assistants (PDA's) to overcome this challenge in acquiring and completing vocational tasks in integrated community-based employment settings. OBJECTIVE: In this study, self-directed video prompting on iPads was used with three male participants with intellectual and developmental disabilities in integrated community-based employment settings. METHODS: A multiple probe across tasks design was used to determine the effects of the intervention on the acquisition and accurate completion of vocational tasks in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. RESULTS: All three participants acquired device usage in two to five trials. The participants all acquired three vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks. CONCLUSION:Video-based self-directed prompts promote improved performance in integrated community-based employment settings. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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