SavedAdd your journal

Journals / Kuram ve Uygulamada Eğitim Bilimleri / 2014 / Cilt: 14 - Sayı: 3

Teaching chained tasks to students with ıntellectual disabilities by using video prompting in small group instruction

Zihin engelli öğrencilere küçük grup öğretimi sırasında video ipucu kullanılarak zincirleme becerilerin kazandırılması

ÇIĞIL AYKUT
Deniz EMECEN DAĞSEVEN
EYLEM DAYI
Necdet KARASU
Pages
1075–1087
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Teaching students with intellectual disabilities in groups presents several difficulties.
📊
Key Findings & Data:Use of technology can reduce some of these difficulties.
💡
Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

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.

Özet

Zihin engelli çocukların devam ettiği sınıflarda grup eğitimi yapmak çeşitli zorluklar içermektedir. Teknoloji kullanımı öğretmenler için bu zorlukların bir kısmını azaltabilir. Zincirleme becerilerin kazandırılmasında video teknolojisinin kullanıldığı araştırmalar alan yazında mevcuttur. Bu araştırmanın amacı küçük grup öğretimi sırasında zihin engelli öğrencilere video ipucu kullanarak zincirleme becerilerin kazandırılmasıdır. Çalışmanın katılımcıları üç zihin engelli öğrencidir. Araştırmanın modeli tek-denekli deneysel desenlerden davranışlar arası yoklama evreli çoklu yoklama modelidir. Araştırmanın sonucunda küçük grup öğretimi sırasında video ipucuyla yapılan öğretim zihin engelli öğrencilere zincirleme becerilerin kazandırılmasında etkili bulunmuştur. Denekler kazandıkları becerileri farklı bir kişinin varlığında sergilemiş ve çalışmadan 6 ay sonra dahi kazandıkları becerileri ölçütü karşılar düzeyde sürdürmüşlerdir. Araştırmada bulgular tartışılmış önerilere yer verilmiştir.

🔖

Cite This Article

AYKUT, Ç., DAĞSEVEN, D. E., DAYI, E., KARASU, N. (2014). Teaching chained tasks to students with ıntellectual disabilities by using video prompting in small group instruction. Kuram ve Uygulamada Eğitim Bilimleri, Cilt: 14 - Sayı: 3, 1075–1087. https://ajindex.com/articles/347323

References (8)

  1. Canella-Malone, H., Sigafoos, J., O’Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modelling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41(4), 344-356.
  2. Carter, K. B., & Scruggs, T. (2001). Thirty-one Students: Reflections of a first-year teacher of students with mental retardation. Journal of Special Education, 35(2), 100-104.
  3. Collins, B. C., Gast, D. L., Ault, M. J., & Wolery, M. (1991). Small grouph instruction: Guidelines for teachers of students with moderate to severe handicaps. Education and Training in Mental Retardation, 26, 18-32.
  4. Dorwick, P. W. (1991). Practical guide to using video in behavioral sciences. New York: John Wiley & Sons, Inc. Graves, T. B., Collins, B. C., Schuster, J. W., & Kleinert, H. (2005). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities, 40(1), 34-46.
  5. Horn, J. A., Miltenberger, R. G., Weil, T., Mowery, J., Conn, M., & Leigh, S. (2008). Teaching laundry skills to individuals with developmental disabilities using video prompting. Internal Journal of Behavioral Consultation and Therapy, 4(3), 279-286.
  6. Ledford, R. J., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small grouph instruction. Journal of Autism and Developmental Disorders, 38, 86-103.
  7. Mastropieri, M. A., & Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective teaching. Columbus, OH: Merrill/Prentice Hall. Mechling, L. (2005). The effect of instructor-created video programs to teach students with disabilities: A literature review. Journal of Special Education Technology, 20(2), 25- 36. Mechling, L. C., & Gustafson, M. (2009). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by students with moderate intellectual disabilities. Exceptionality, 17, 103- 116. Mechling, L. C., Pridgen, L. S., & Cronin, B. A. (2005). Computer-based video instruction to teach students with intellectual disabilities to verbally respond to questions and make purchase in fast food restaurants. Education and Training in Developmental Disabilities, 40(1), 47-59.
  8. Murray, S., & Noland, B. (2013). Video modeling for young children with autism spectrum disorders: A practical guide for parents and professionals. Londo