Using video prompting to teach mathematics to adolescent students with LD.
BACKGROUND: Research suggests that video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. OBJECTIVE: This study evaluates whether a VP intervention on a...
| Published in: | Technology & Disability Vol. 32; no. 4; pp. 229 - 242 |
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| Main Authors: | , , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Sage Publications Inc.
2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151820354&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151820354 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10554181 3QS jtl: Technology & Disability issn: 10554181 maglogo: N pubinfo: dt: 2020 vid: 32 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 151820354 147566124 151820354 151820354 10.3233/TAD-200298 151820354 ppf: 229 ppct: 13 formats: fmt: @attributes: type: P tig: atl: Using video prompting to teach mathematics to adolescent students with LD. aug: au: Edwards, Sean E. Kellems, Ryan O. Gibb, Gordon S. Ashbaker, Betty Y. Osborne, Kaitlyn Wheatley, Alex W. affil: University of Utah, Salt Lake City, UT, USA sug: subj: Students with Disabilities In Adolescence Teaching Methods Mathematics Videorecording Utilization Learning Disorders Task Performance and Analysis Human Male Female Adolescence United States Students, High School Learning Computers, Hand-Held Experimental Studies Interrater Reliability Adolescent: 13-18 years Male Female ab: BACKGROUND: Research suggests that video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. OBJECTIVE: This study evaluates whether a VP intervention on a functional academic math skill would have similar effects for adolescent students with mild/moderate learning disabilities (LD). METHODS: A single subject multiple probe across subjects design was used. Five high school students (three female and two male) ages 16–17 viewed a video on an iPad to learn to calculate how much money an item would cost if a certain percentage of the price were deducted for a sale. RESULTS: A functional relation was found between use of the intervention and acquisition of the steps necessary to complete the calculation task. Three students maintained the skills, correctly answering most word problems on a post-test a month after completing the intervention. CONCLUSIONS: Results of this study suggest that VP can be effective in teaching mathematic procedures to students with disabilities. Implications for practice and further research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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