Teaching students with developmental disabilities daily living skills using point-of-view modeling plus video prompting with error correction

Stephanie J. Gardner, Pamela S. Wolfe

Research output: Contribution to journalArticle

15 Scopus citations

Abstract

A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention.

Original languageEnglish (US)
Pages (from-to)195-207
Number of pages13
JournalFocus on Autism and Other Developmental Disabilities
Volume30
Issue number4
DOIs
StatePublished - Dec 1 2015

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Neurology
  • Clinical Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health

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