Teaching Chained Tasks to Students with Intellectual Disabilities by Using Video Prompting in Small Group Instruction

Creative Commons License

Aykut Ç., Dagseven Emecen D., Dayı E., Karasu N.

KURAM VE UYGULAMADA EGITIM BILIMLERI, cilt.14, ss.1082-1087, 2014 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 14
  • Basım Tarihi: 2014
  • Doi Numarası: 10.12738/estp.2014.3.1984
  • Dergi Adı: KURAM VE UYGULAMADA EGITIM BILIMLERI
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI)
  • Sayfa Sayıları: ss.1082-1087
  • Anahtar Kelimeler: Acquisition of Skills, Intellectual Disabilities, Teaching Skills, Video Prompting, MODERATE, CHILDREN, ADULTS, SKILLS
  • Gazi Üniversitesi Adresli: Evet

Özet

Teaching students with intellectual disabilities in groups presents several difficulties. Use of technology can reduce some of these difficulties. The literature cites several examples of skill acquisition. The purpose of this study is to teach skills to students with intellectual disabilities by using video prompting. A multiple-probe design of single-subject design methods has been applied to this study. Three students with intellectual disabilities participated as subjects in the study. The findings provided evidence for the effectiveness of video prompting in improving teaching skills. The subjects were able to apply and perform these skills away from the teaching environment, and were able to maintain their improved skills for the following 6 months.