The current study examined the effects of video self-modeling (VSM) via an iPad on the mathematics performance of students with developmental disabilities. The learning task was presented from the consumers' point of view; students learned to estimate the amount of money they should use to pay for a given item and the amount they should receive back to help ensure that they are treated honestly by merchants. Through VSM, video clips showing the step-by-step problem solving process were synchronized onto an iPad. Students were shown how to use the iPad and access the video clips in order to watch themselves successfully solving the story problems. Experimental effects were evaluated within a multiple baseline design. Results indicated a functional relationship between math performance and VSM via an iPad and extended previous research by demonstrating the successful acquisition of functional math skills by students with developmental disabilities. Intervention effects were maintained for three weeks following the removal of the intervention. Implications for research and practice are discussed.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Burton, Cami Elizabeth, "The Effects of Video Self-Modeling on the Math Performance of Adolescents with Developmental Disabilities" (2011). Theses and Dissertations. 2670.
Developmental Disabilities, Autism, Intellectual Disabilities, Video-Self Modeling, Mathematics