Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents with Autism and Intellectual Disability
FOAODD Volume 28, Number 2, ISSN 1088-3576
Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. (Contains 1 table and 1 figure.)
Burton, C.E., Anderson, D.H., Prater, M.A. & Dyches, T.T. (2013). Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents with Autism and Intellectual Disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67-77.
Cited ByView References & Citations Map
Pankaj Khazanchi, Liberty University/ Cobb county School District, United States; Rashmi Khazanchi, Mitchell County School System, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 975–979
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