Effectiveness of Video Modeling to teach iPod use to Students with Moderate Intellectual Disabilities
By Diana Hammond, A. D. Whatley, K. Ayres, D. Gast. Education and Training in Autism and Developmental Disabilities, 2010
119 citations recorded by the source corpus.
The primary purpose of this study was to examine the effects of video modeling delivered via computer on accurate and independent use of an iPod by three participants with moderate intellectual disabilities. In the context of combined multiple probes across participants and replicated across tasks, three female middle school students learned to watch a movie, listen to music, and look at photos on an iPod. Video clips were created in point of view, as if participants were performing the task and presented via video modeling on an IBM computer. During instruction, participants watched the videos of the entire task they were currently learning. In addition to data on accuracy of responding, data were also collected on efficiency measures (number of sessions and number and percentage of errors to criterion), as well as on types of errors (latency, duration, and topographic). Results indicate that participants acquired the response following video modeling and could independently use the iPod. Students maintained most tasks on follow-up probe trials; however, on skills that deteriorated, students were effectively retrained with video booster sessions.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/7b20191f67bb5e8b9e8471bbe1ff5b70de58c12a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Developmental and Educational Psychology
In Statistics and Probability
Citations in the corpus
- Innovative technology-based interventions for autism spectrum disorders: A meta-analysis (2014, background): “Single-case studies such as multiple-probe designs across participants (Cheng and Chen, 2010; Cheng and Ye, 2010; Hammond et al., 2010; Lacava et al., 2010; Sansosti and Powell-Smith, 2008; Simpson et al., 2004) and across settings (Ayres and Cihak, 2010; Ayres et al., 2009; Cihak et al., 2010;…”
- Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills (2020, background): “Results of this review identified one methodologically sound group experimental study focused on teaching interviewing skills (Hayes et al., 2015), three methodologically sound single-case design studies using video modeling to teach office tasks (Ivey et al., 2015; Mechling & Ayers, 2012; Spencer e”