The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware
School of Education
Doctor of Education (EdD)
intellectual disabilities, iPad, least-to-most prompting, video prompting, vocational training
Disability and Equity in Education | Special Education and Teaching
Williams, Kelly, "The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware" (2013). Doctoral Dissertations and Projects. 774.
This quantitative study was designed to evaluate the effectiveness of video prompting delivered via an iPad® in combination with a system of least-to-most prompting to teach individuals with intellectual disabilities the vocational task of rolling silverware. A single subject, multiple probe research design was used to determine whether there was a functional relationship between the use of video prompting and a system of least-to-most prompting and video prompting alone and the percentage of steps completed correctly in the task of rolling silverware. The findings from this study support the use of video prompting delivered via an iPad® to increase the correct independent responding of individuals with moderate intellectual disabilities on the vocational task of rolling silverware. Additionally, findings support the pairing of a system of least-to-most prompting with video prompting. This study showed that although both were effective, using the system of least-to-most prompting in conjunction with video prompting resulted in acquisition of skills in fewer trials than video prompting alone.