Using Video Prompting to Teach High School Students with Moderate Intellectual Disabilities a Vocational Skill with a Portable Video Delivery System Employing a Qualitative Case Study
School of Education
Doctor of Education (EdD)
Developmental Disabilities, iPod, Moderate Intellectual Disability, Video, Video Prompting
Disability and Equity in Education | Education | Educational Methods | Instructional Media Design | Secondary Education and Teaching | Special Education and Teaching
Newman, John, "Using Video Prompting to Teach High School Students with Moderate Intellectual Disabilities a Vocational Skill with a Portable Video Delivery System Employing a Qualitative Case Study" (2014). Doctoral Dissertations and Projects. 928.
The purpose of this study was to determine the effectiveness of portable video devices in the delivery of video content using video prompting to teach functional life skills to three high school students with moderate intellectual disabilities. The theoretical frameworks of the social learning theory, anchored instruction, and situated cognition show promise as the foundation of the development of specialized curricula to improve students' functioning in adaptive behavior skills. The study utilized a qualitative case study approach, using a multiple-probe across tasks and a single-subject design to obtain quantitative data as the first data collection strategy for a qualitative case study. Additional data were collected for triangulation, in the form of a parent survey and a student questionnaire. The video content was delivered utilizing an iPod to allow the participants to view the content in a variety of venues, thus increasing the independence of the participants. Data were visually analyzed using graphs of the results obtained from independent completion of a vocational task. Using video prompting with an iPod was found to be effective when it is utilized with other educational methods to reinforce the task presented.
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