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.
ArcherA. L.HughesC. A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
2.
BanduraA. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
3.
BarbettaP. M.HewardW. L.BradleyD. M.MillerA. D. (1994). Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 27, 177–178.
4.
BrowderD. M.Cooper-DuffyK. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in “No Child Left Behind.”The Journal of Special Education, 37, 157–163.
5.
Cannella-MaloneH. I.FlemingC.ChungY.-C.WheelerG. M.BasbagillA. R.SinghA. H. (2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13, 144–153. doi:10.1177/1098300710366593
6.
Cannella-MaloneH. I.SigafoosJ.O’ReillyM.de la CruzB.EdrisinhaC.LancioniG. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41, 344–356.
7.
Cannella-MaloneH. I.WheatonJ. E.WuP.TullisC. A.ParkJ. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47, 332–344.
8.
CarnahanC. R.HumeK.ClarkeL.BordersC. (2009). Using structured work systems to promote independence and engagement for students with autism spectrum disorders. Teaching Exceptional Children, 41(4), 6–14.
9.
GardnerS. J.WolfeP. S. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research and Practice for Students With Severe Disabilities, 38(2), 73–87.
10.
GoodsonJ.SigafoosJ.O’ReillyM.CannellaH.LancioniG. E. (2007). Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities. Research in Developmental Disabilities, 28, 458–467. doi:10.1016/j.ridd.2006.06.002
11.
GravesT. B.CollinsB. C.SchusterJ. W.KleinertH. (2005). Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities, 40, 34–46.
12.
HasaziJ. E.HasaziS. E. (1972). Effects of teacher attention on digit-reversal behavior in an elementary school child. Journal of Applied Behavior Analysis, 5, 157–162.
13.
HewardW. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ: Merrill.
14.
HitchcockC. H.DowrickP. W.PraterM. A. (2003). Video self-modeling intervention in school-based settings: A review. Remedial and Special Education, 24, 36–45. doi:10.1177/074193250302400104
15.
HornJ. A.MiltenbergerR. G.WeilT.MoweryJ.ConnM.SamsL. (2008). Teaching laundry skills to individuals with developmental disabilities using video prompting. International Journal of Behavioral Consultation and Therapy, 4, 279–286.
16.
JohnstonJ. M.PennypackerH. S. (2009). Strategies and tactics of behavioral research (3rd ed.). New York, NY: Routledge.
17.
KennedyC. (2005). Single-case designs for educational research. Boston, MA: Pearson.
18.
McAllisterL. W.StachowiakJ. G.BaerD. M.CondermanL. (1969). The application of operant conditioning techniques in a secondary school classroom. Journal of Applied Behavior Analysis, 2, 277–285.
19.
MechlingL. (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.
20.
MechlingL. C.GastD. L.FieldsE. A. (2008). Evaluation of a portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179–190.
21.
MechlingL. C.GastD. L.SeidN. (2009). Using a personal digital assistant to increase independent task completion by students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39, 1420–1434. doi:10.1007/s10803-009-0761-0
22.
MechlingL. C.GastD. L.SeidN. (2010). Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 422–439.
23.
MechlingL. C.GustafsonM. R. (2008). Comparison of static picture and video prompting on the performance of cooking-related tasks by students with autism. Journal of Special Education Technology, 23(3), 31–45.
24.
MurphyR. J.BryanA. J. (1980). Multiple-baseline and multiple-probe designs: Practical alternatives for special education assessment and evaluation. The Journal of Special Education, 14, 325–335. doi:10.1177/002246698001400306
25.
NormanJ. M.CollinsB. C.SchusterJ. W. (2001). Using an instructional package including video technology to teach self-help skills to elementary students with mental disabilities. Journal of Special Education Technology, 16(3), 5–18.
26.
O’LearyS. G.DubeyD. R. (1979). Applications of self-control procedures by children: A review. Journal of Applied Behavior Analysis, 12, 449–465.
27.
PierceK. L.SchreibmanL. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481.
28.
RosenshineB. (1987). Explicit teaching and teacher training. Journal of Teacher Education, 38, 34–36.
29.
Shipley-BenamouR.LutzkerJ. R.TaubmanM. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4, 165–175.
30.
SidmanM. (1960). Tactics of scientific research: Evaluating experimental research in psychology. New York, NY: Basic Books.
31.
SigafoosJ.O’ReillyM.CannellaH.EdrisinhaC.de la CruzB.UpadhyayaM.. . . YoungD. (2007). Evaluation of a video prompting and fading procedure for teaching dish washing skills to adults with developmental disabilities. Journal of Behavioral Education, 16, 93–109. doi:10.1007/s10864-006-9004-z
32.
SigafoosJ.O’ReillyM.CannellaH.UpadhyayaM.EdrisinhaC.LancioniG. E.. . . YoungD. (2005). Computer-presented video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Education, 14, 189–201. doi:10.1007/s10864-005-6297-2
33.
Van LaarhovenT.KrausE.KarpmanK.NizziR.ValentinoJ. (2010). A comparison of picture and video prompts to teach daily living skills to individuals with autism. Focus on Autism and Other Developmental Disabilities, 25, 195–208. doi:10.1177/1088357610380412
34.
Van LaarhovenT.Van Laarhoven-MyersT. (2006). Comparison of three video-based instructional procedures for teaching daily living skills to persons with developmental disabilities. Education and Training in Developmental Disabilities, 41, 365–381.
35.
WoleryM.AultM. J.DoyleP. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. White Plains, NY: Longman.
36.
WoleryM.GastD. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4(3), 52–77. doi:10.1177/027112148400400305
