A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability.
Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teac...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 50; no. 5; pp. 1714 - 1725 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
May2020
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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=143136334&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 143136334 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: May2020 vid: 50 iid: 5 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 143136334 143136334 143136334 10.1007/s10803-019-03929-x 143136334 ppf: 1714 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability. aug: au: Aljehany, Mashal Salman Bennett, Kyle D. affil: Department of Teaching and Learning, Florida International University, 11200 S.W. 8th Street, 33199, Miami, FL, USA sug: subj: Autism Spectrum Disorder In Adolescence Intellectual Disability In Adolescence Teaching Methods Videorecording Task Performance and Analysis Education Employment Human Students with Disabilities Adolescence Study Design Adolescent: 13-18 years ab: Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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