Liens externes
  • Directories
  • Faculties
  • Libraries
  • Campus maps
  • Sites A to Z
  • My UdeM
    • Mon portail UdeM
    • My email
    • StudiUM
Dessin du pavillon Roger Gaudry/Sketch of Roger Gaudry Building
University Home pageUniversity Home pageUniversity Home page
Papyrus : Institutional Repository
Papyrus
Institutional Repository
Papyrus
    • français
    • English
  • English 
    • français
    • English
  • Login
  • English 
    • français
    • English
  • Login
View Item 
  •   Home
  • Faculté des arts et des sciences
  • Faculté des arts et des sciences – École de psychoéducation
  • Faculté des arts et des sciences – École de psychoéducation – Travaux et publications
  • View Item
  •   Home
  • Faculté des arts et des sciences
  • Faculté des arts et des sciences – École de psychoéducation
  • Faculté des arts et des sciences – École de psychoéducation – Travaux et publications
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

My Account

To submit an item or subscribe to email alerts.
Login
New user?

Browse

All of PapyrusCommunities and CollectionsTitlesIssue DatesAuthorsAdvisorsSubjectsDisciplinesAffiliationTitles indexThis CollectionTitlesIssue DatesAuthorsAdvisorsSubjectsDisciplinesAffiliationTitles index

Statistics

View Usage Statistics
Show metadata
Permalink: http://hdl.handle.net/1866/24529

A comparison of video-based interventions to Ttach data entry to adults with intellectual disabilities : a replication and extension

Video-based interventions

Article [Accepted Manuscript]
Thumbnail
McDuff et al. (2020) AAM.pdf (394.2Kb)
Is part of
Journal of special education technology
Publisher(s)
SAGE
2020-03-31
Author(s)
McDuff, Emeline
Lanovaz, Marc
Morin, Diane
Giannakakos, Antonia R.
Kheloufi, Yasmine
Vona, Mélissa
Affiliation
  • Université de Montréal. Faculté des arts et des sciences. École de psychoéducation
Keywords
  • Intellectual disability
  • Prompting
  • Video prompting
  • Video modeling
  • Vocational training
  • Work
Abstract(s)
Researchers have demonstrated that video-based interventions are effective at teaching a variety of skills to individuals with intellectual disabilities. To replicate and extend this line of research, we initially planned to compare the effects of video modeling and video prompting on the acquisition of a novel work skill (i.e., data entry) in two adults with moderate intellectual disabilities using an alternating treatment design. When both interventions failed to improve performance, the instructors sequentially introduced a least-to-most instructor-delivered prompting procedure. The results indicated that the introduction of instructor prompts considerably increased correct responding in one participant during video modeling and in both participants during video prompting. Overall, the study suggests that practitioners should consider incorporating instructor-delivered prompts from the onset, or at least when no improvements in performance are observed, when using video-based interventions to teach new work skills to individuals with intellectual disabilities.
Other location(s)
https://doi.org/10.1177/0162643420914614
Collections
  • Faculté des arts et des sciences – École de psychoéducation – Travaux et publications [138]

DSpace software [version 5.8 XMLUI], copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
Certificat SSL / SSL Certificate
les bibliothéques/UdeM
  • Emergency
  • Private life
  • Careers
  • My email
  • StudiUM
  • iTunes U
  • Contact us
  • Facebook
  • YouTube
  • Twitter
  • University RSS
 

 


DSpace software [version 5.8 XMLUI], copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
Certificat SSL / SSL Certificate
les bibliothéques/UdeM
  • Emergency
  • Private life
  • Careers
  • My email
  • StudiUM
  • iTunes U
  • Contact us
  • Facebook
  • YouTube
  • Twitter
  • University RSS