Video Modeling and Prompting: A Comparison of Two Strategies for Teaching Cooking Skills to Students with Mild Intellectual Disabilities

被引：1
|
作者：
Taber-Doughty, Teresa [1 ]
Bouck, Emily C. [1 ]
Tom, Kinsey [1 ]
Jasper, Andrea D. [1 ]
Flanagan, Sara M. [1 ]
Bassette, Laura [1 ]
机构：
[1] Purdue Univ, W Lafayette, IN 47907 USA
来源：
EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES | 2011年 / 46卷 / 04期
关键词：
DAILY LIVING SKILLS; SECONDARY STUDENTS; MENTAL-RETARDATION; SPECIAL-EDUCATION; LEARNING-DISABILITIES; CHILDREN; INSTRUCTION; YOUTH; ADOLESCENTS; CURRICULUM;
D O I：
暂无
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Self-operated video prompting and video modeling was compared when used by three secondary students with mild intellectual disabilities as they completed novel recipes during cooking activities. Alternating between video systems, students completed twelve recipes within their class-room kitchen. An alternating treatment design with a pillow-up and withdrawal probe was used to illustrate the effectiveness of both systems on each student's independent task performance. Results indicated increased independence following video system use by all three students with video modeling more effective for two students and video prompting more effective for the third. Future directions for research are presented.
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页码：499 / 513
页数：15
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