You are here:

Use of Video Prompting for Inclusion of Students with Intellectual Disabilities
PROCEEDING

, Florida Atlantic University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

All students with intellectual disabilities are required by law to be considered for the use of assistive technology. One type of assistive technology that has been shown to be effective for this population is video prompting. Video prompting is the use of multimedia to model steps of a task in isolation providing the participant time to complete each step before the next step is shown. Video prompting has the potential to assist students with intellectual disabilities at gaining independence and accessing the general education classroom.

Citation

Hall, K. (2016). Use of Video Prompting for Inclusion of Students with Intellectual Disabilities. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2771-2772). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2024 from .

© 2016 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Anderson, A.L., Burk, B., & Ya-yu, L. (2014). Using progressive video prompting to teach students with moderate intellectual disabilities to shoot a basketball. Education& Training in Autism& Developmental Disabilities, 49(3), 354-267.
  2. Ayres, K.M., Bryant, K.J., Foster, A.L., & Mechling, L.M. (2014). Comparison of the effects of continuous video modeling, video prompting, and video modeling on task completion by young adults with moderate intellectual disability. Education& Training in Autism& Developmental Disabilities, 49(4), 491-504.
  3. Basbagill, A.R., Cannella-Malone, H.I., Chung, Y., Fleming, C., Singh, A.H., & Wheeler, G.M. (2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: a comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13(3), 144-153.
  4. Cannella-Malone,H.I., Miller, O., Schaefer, J.M., Jimmenez, E.D., Page, E.J., & Sabielny, L.M. (2015). Using video prompting to teach leisure skills to students with significant disabilities. Exceptional Children.
  5. Mechling, L.C. & Stephens, E. (2009). Comparison of self-prompting of cooking skills via picture-based cookbooks and video recipes. Education and Training in Developmental Disabilities, 44(2), 218-236.
  6. Mechling, L.C., & Seid, N.H. (2011). Use of a Hand-Held Personal Digital Assistant (PDA) to Self-Prompt Pedestrian Travel by Young Adults with Moderate Intellectual Disabilities. Education and Training in Autism and Developmental Disabilities, 46(2), 220-237.
  7. Zisimopoulos, D., Sigafoos, J., & Koutromanos, G. (2011). Using Video Prompting and Constant Time Delay to Teach an Internet Search Basic Skill to Students with Intellectual Disabilities. Education and Training in Autism and Developmental Disabilities, 46(2), 238-250.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides

Also Read