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Teaching young children with moderate to severe disabilities through teacher-made video mediated instruction
The purpose of this study is to examine the effectiveness of the implementation of video modeling to teach a group of children with moderate and severe disabilities the self-help and functional skill procedure for getting lunch in the cafeteria, and to measure maintenance over time and across settings by transitioning the participants from a small group to a large group setting. The hypothesis is that the participants will acquire the skills necessary to go through the lunch line within six weeks of school starting, and then generalize the skill to a large group setting by completing the task while in line with their peers with no more than two prompts.
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