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Comparing the Effectiveness of Two Video Fading Procedures for Teaching Students with Developmental Disabilities Daily Living Skills

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Publicado en:Education & Treatment of Children vol. 47, no. 2 (Jun 2024), p. 151
Autor principal: Brady-Ruehs, Anna M.
Otros Autores: Carreon, Adam, Van Laarhoven, Toni, Johnson, Jesse, Chandler, Lynette
Publicado:
Materias:
Teaching
Students
Recipes
Developmental disabilities
Intellectual disabilities
Skills
Prompting
Daily Living Skills
Moderate Intellectual Disability
Job Skills
Acceso en línea:Citation/Abstract
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Resumen:This study used an adapted alternating treatments design to compare the effectiveness of two different procedures for fading video prompts for teaching two individuals with developmental disabilities and moderate intellectual disability to independently perform two different daily living tasks. The tasks were systematically faded from video prompts to video models or from video prompts to picture prompts. Results indicated that both methods of fading were effective for increasing the participants’ level of correct, independent performance. However, all four participants scored higher on their posttests for the skill taught through the video modeling condition. Students’ preferences in relation to their performance and teachers’ perspectives of the video instruction are also discussed. Implications for practice and future research are included.
ISSN:0748-8491
1934-8924
DOI:10.1007/s43494-023-00113-w
Fuente:Consumer Health Database