Effects of a video model to teach students with moderate intellectual disability to use key features of an iPhone

Education and Training in Autism and Developmental Disabilities

Volumn 47, Issue 3, 2012, Pages 319-331

  Walser, Kathryn ^a   Ayres, Kevin ^a   Foote, Erika ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84865964471     PISSN: 21541647     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (17)

1. Abner, G. H. & Lahm, E. A (2002). Implementation of assistive technology with students who are visually impaired: Teachers' readiness. Journal of Visual Impairments & Blindness, 96, 98-105. (Pubitemid 34208834)
2. Billingsley, F. F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2, 229-241.
3. Brookes, N. A (1998). Models for understanding rehabilitation and assistive technology. In D. B. Gray, I. A. Quatrano, & M. L. Lieberman (Eds.), Designing and using assistive technology. The human perspective (pp. 3-11). Baltimore: Brookes.
4. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Single- and multiple-opportunity method. In Applied behavior analysis (2nd ed., pp. 440-441). Upper Saddle River, New Jersey: Pearson.
5. Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2002). Enhancing independent task performance for individuals with mental retardation through use of a handheld self-directed visual and audio prompting system. Education and Training in Mental Retardation and Developmental Disabilities, 37, 209-218. (Pubitemid 44111977)
6. Elliott, C. D. (2005). The differential ability scales. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 402-424). New York, NY: Guilford Press.
7. Gast, D. L., & LedfordJ. (2010). Multiple baseline and multiple probe designs. In Single subject research methodology in behavioral sciences (pp. 276-328). New York, NY: Roudedge.
8. Hammond, D. L., Muething, C. M., Ayres, K. M., & Gast, D. L. (in review). A systematic replication: Effectiveness of video modeling to teach students with ASD to use an iPod.
9. Hammond, D. L., Whatley, A. D., Ayres, K. M., & Gast, D. L. (2010). Effectiveness of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 45, 525-538.
10. Mechling, L. (2005). The effect of instructor-created video programs to teach students with disabilities: A literature review. Journal of Special Education Technology, 20, 25-36.
11. Parette, P., & Scherer, M.J. (2004). Assistive technology use and stigma. Education and Training in Developmental Disabilities, 39, 217-226. (Pubitemid 39427700)
12. Phillips, B., & Zhao, H. (1993). Predictors of assistive technology abandonment. Assistive Technology, 5, 36-45.
13. QuickTime. (2011). QuickTime 7.
14. Sparrow, S., Baila, D., Cicchetti, D., Sc Doll, E. (1984). Vineland adaptive behavior scales: Interview edition, survey form manual Circle Pines, MN: American Guidance Service.
15. Wechsler, D. (1991). Wechsler Intelligence Scale for Children (3rd ed.). San Antonio, TX: Pearson.
16. Wolery, M., Gast, D. L., & Hammond, D. (2010). Comparative intervention designs. In D.L. Gast (Ed.), Single subject research methodology in behavioral sciences (pp. 329-381). New York, NY: Roudedge.
17. Wright, P. W. (2004). The Individuals with Disabilities Improvement Act of 2004: Overview, explanation, and comparison. Retrieved January 22, 2011, from http://www.wrightslaw.com/idea/ idea.2004.all.pdf