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Teaching Chained Tasks to Students with Intellectual Disabilities by Using Video Prompting in Small Group Instruction
ARTICLE

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Educational Sciences: Theory and Practice Volume 14, Number 3, ISSN 1303-0485

Abstract

Teaching students with intellectual disabilities in groups presents several difficulties. Use of technology can reduce some of these difficulties. The literature cites several examples of skill acquisition. The purpose of this study is to teach skills to students with intellectual disabilities by using video prompting. A multiple-probe design of single-subject design methods has been applied to this study. Three students with intellectual disabilities participated as subjects in the study. The findings provided evidence for the effectiveness of video prompting in improving teaching skills. The subjects were able to apply and perform these skills away from the teaching environment, and were able to maintain their improved skills for the following 6 months.

Citation

Aykut, Ç., Dagseven Emecen, D., Dayi, E. & Karasu, N. (2014). Teaching Chained Tasks to Students with Intellectual Disabilities by Using Video Prompting in Small Group Instruction. Educational Sciences: Theory and Practice, 14(3), 1082-1087. Retrieved June 4, 2020 from .

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