Using video prompting to teach mathematics to adolescent students with LD

BACKGROUND: Research suggests that video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. OBJECTIVE: This study evaluates whether a VP intervention on a functional academic math skill would have similar effects for adolescent students with mild/moderate learning disabilities (LD). METHODS: A single subject multiple probe across subjects design was used. Five high school students (three female and two male) ages 16–17 viewed a video on an iPad to learn to calculate how much money an item would cost if a certain percentage of the price were deducted for a sale. RESULTS: A functional relation was found between use of the intervention and acquisition of the steps necessary to complete the calculation task. Three students maintained the skills, correctly answering most word problems on a post-test a month after completing the intervention. CONCLUSIONS: Results of this study suggest that VP can be effective in teaching mathematic procedures to students with disabilities. Implications for practice and further research are discussed.

Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder

This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional strategies targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional strategies was observed for three mothers, with treatment gains maintaining during follow-up. Improvements in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers.

A Comparison of Video-Based Interventions to Teach Data Entry to Adults With Intellectual Disabilities: A Replication and Extension

Researchers have demonstrated that video-based interventions are effective at teaching a variety of skills to individuals with intellectual disabilities. To replicate and extend this line of research, we initially planned to compare the effects of video modeling and video prompting on the acquisition of a novel work skill (i.e., data entry) in two adults with moderate intellectual disabilities using an alternating treatment design. When both interventions failed to improve performance, the instructors sequentially introduced a least-to-most instructor-delivered prompting procedure. The results indicated that the introduction of instructor prompts considerably increased correct responding in one participant during video modeling and in both participants during video prompting. Overall, the study suggests that practitioners should consider incorporating instructor-delivered prompts from the onset, or at least when no improvements in performance are observed, when using video-based interventions to teach new work skills to individuals with intellectual disabilities.

iPad® Video Prompting to Teach Cooking Tasks to Korean American Adolescents With Autism Spectrum Disorder

In response to the growing necessity for considering the cultural and contextual needs of youth with disabilities in experimental studies, this study examines the effectiveness of an intervention package consisting of video prompting with a system of least prompts and reinforcement on Korean American adolescents with autism spectrum disorder. Through the replication of procedures used in a study by Mechling et al. (2008), the current study examined the effects of self-directed video prompting with a system of least prompts and verbal praise on completion of three preferred cooking tasks by three Korean American male adolescents with autism spectrum disorder. A single-case multiple probe design replicated across three cooking tasks was used. Results indicated the correct completion of multi-step cooking tasks increased with the intervention package and was maintained seven weeks following intervention across three participants. Discussion and implications for future research and practice are presented.