You are here:

Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents with Autism and Intellectual Disability
ARTICLE

, , ,

FOAODD Volume 28, Number 2, ISSN 1088-3576

Abstract

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.)

Citation

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. Retrieved April 10, 2021 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map
  • Sustaining Mobile Learning in Autism Classroom Environments

    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

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.