Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability

Helen I. Cannella-Malone, Joe E. Wheaton, Pei Fang Wu, Christopher A. Tullis, Ju Hee Park

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

This study used an iPod Touch to compare the effects of video prompting with and without error correction on the acquisition of two daily living skills across three students with moderate to profound intellectual disability and an extremely limited daily living skills repertoire. An adapted alternating treatments design within a multiple probe across participants design was used to demonstrate that the inclusion of error correction from the outset of intervention increased the efficiency of skill acquisition for at least one task for two students. For the third student, some skill acquisition was observed using video prompting both with and without error correction, but more stable responding was achieved using in vivo instruction.

Original languageEnglish
Pages (from-to)332-344
Number of pages13
JournalEducation and Training in Autism and Developmental Disabilities
Volume47
Issue number3
Publication statusPublished - 2012 Sep 1

Fingerprint

Intellectual Disability
video
disability
Students
student
Touch
inclusion
instruction
efficiency
Therapeutics

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. / Cannella-Malone, Helen I.; Wheaton, Joe E.; Wu, Pei Fang; Tullis, Christopher A.; Park, Ju Hee.

In: Education and Training in Autism and Developmental Disabilities, Vol. 47, No. 3, 01.09.2012, p. 332-344.

Research output: Contribution to journalArticle

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