Abstract

A plethora of research exists suggesting video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. This study used a single subject multiple-baseline-across-subjects design to evaluate if a VP intervention on a functional, academic math skill had similar effects for adolescent students with mild/moderate specific learning disabilities (SLD). Five high school students (three female and two male) aged 16-17 viewed the video on an iPad to find out about how much money an item would cost if it were a certain percentage on sale. A functional relationship between the intervention and acquisition of the steps necessary to complete the task was discovered. In addition, some students maintained the skills as demonstrated by correctly answering most given word problems when given a post-test. Implications for practice and further research are discussed.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2015-03-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd7710

Keywords

specific learning disability, SLD, math instruction, video modeling, video prompting, iPad, Common Core

Language

english

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