[article] 
inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.129-139

Titre :	Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Pei-Fang WU, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Joe E. WHEATON, Auteur ; Chris A. TULLIS, Auteur
Article en page(s) :	p.129-139
Langues :	Anglais (eng)
Mots-clés :	video prompting  fading  developmental disabilities  iPod Touch  daily living skills
Index. décimale :	PER Périodiques
Résumé :	Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward “chunked” during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition.
En ligne :	http://dx.doi.org/10.1177/1088357614533594
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

[article] Using Video Prompting With Different Fading Procedures to Teach Daily Living Skills: A Preliminary Examination [Texte imprimé et/ou numérique] / Pei-Fang WU, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Joe E. WHEATON, Auteur ; Chris A. TULLIS, Auteur . - p.129-139.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.129-139

Mots-clés :	video prompting  fading  developmental disabilities  iPod Touch  daily living skills
Index. décimale :	PER Périodiques
Résumé :	Two students with developmental disabilities were taught two daily living skills using video prompting with error correction presented on an iPod Touch, and two different fading procedures were implemented. In one fading procedure, individual video clips were merged into multiple larger clips following acquisition of the entire skill. In the second fading procedure, video clips were backward “chunked” during the intervention as individual steps were mastered. A multiple probe across participants design within a reversal design was used. Results showed that video prompting with error correction was effective in teaching both daily living skills. Furthermore, fading the video prompts during the intervention resulted in more rapid learning and higher maintenance and generalization effects than fading after acquisition.
En ligne :	http://dx.doi.org/10.1177/1088357614533594
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288