Effects of Self-Directed Video Prompting on Vocational Task Acquisition

被引：15
|
作者：
Heider, Amy E. [1 ]
Cannella-Malone, Helen, I [1 ]
Andzik, Natalie R. [2 ]
机构：
[1] Ohio State Univ, 116A Ramseyer Hall,29 W Woodruff Ave, Columbus, OH 43210 USA
[2] Northern Illinois Univ, De Kalb, IL 60115 USA
来源：
CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS | 2019年 / 42卷 / 02期
关键词：
self-directed video prompting; vocational skills; transition; IDD; DAILY LIVING SKILLS; ERROR-CORRECTION; TEACH STUDENTS; AUTISM; ADULTS; TECHNOLOGY; EMPLOYMENT; CHILDREN;
D O I：
10.1177/2165143417752901
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Efficient vocational skills instruction is needed to meet the needs of a growing number of job seekers with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompting used to teach transition-age students with IDD chained vocational tasks. A multiple probe design across behaviors was replicated across two students. Both students mastered iPhone navigation after observing a model and completing two to three sessions in a training phase. After training, students independently navigated the iPhone and played video prompts. Both students made substantial progress on all three tasks, reaching 100% accuracy in two of the tasks.
引用
收藏
页码：87 / 98
页数：12
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