Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities

被引：5
|
作者：
Cannella-Malone, Helen
Sigafoos, Jeff
O'Reilly, Mark
de la Cruz, Berenice
Edrisinha, Chaturi
Lancioni, Giulio E.
机构：
[1] Ohio State Univ, Sch Phys Act & Educ Serv, Columbus, OH 43210 USA
[2] Univ Tasmania, Hobart, Tas 7001, Australia
[3] Univ Texas, Austin, TX 78712 USA
[4] Univ Bari, I-70121 Bari, Italy
来源：
EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES | 2006年 / 41卷 / 04期
关键词：
D O I：
暂无
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After watching the respective video clips, participants were given the opportunity to complete the task. Video prompting and video modeling procedures were counter-balanced across tasks and participants and compared in an alternating treatments design. Video prompting was effective in promoting rapid acquisition across both tasks in all but one case. Video modeling, in contrast, was generally shown to be ineffective. These data suggest that the number, duration, and/or Perspective from which the video clips are filmed may influence their effectiveness as a teaching tool for individuals with developmental disabilities.
引用
收藏
页码：344 / 356
页数：13
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