Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability / Cami E. BURTON in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77 Titre : Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur Article en page(s) : p.67-77 Langues : Anglais (eng) Mots-clés : autism  intellectual disability  video self-modeling  functional mathematics instruction  iPad Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur . - p.67-77. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77 Mots-clés : autism  intellectual disability  video self-modeling  functional mathematics instruction  iPad Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

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