The purpose of this study was to determine the effectiveness of a video-based instruction packet as a method of teaching math-based vocational skills delivered through augmented reality to three adults with intellectual disabilities. The dependent variable was the percentage of steps performed correctly to solve each selected type of math problem. The independent variable was the video-based math intervention delivered via augmented reality, which modeled the individual steps for solving three different multi-step math problems: (1) adjusting a recipe to serve a different number of people, (2) calculation of salary, (3) calculation of unit prices. Visual and statistical analysis demonstrated a functional relationship between the video-based math intervention and an increase in the percentage of steps completed correctly for each type of problem. All three participants showed significant gains immediately after receiving the intervention and maintained the learned skills even following the withdrawal of the intervention. Implications for practitioners and further research are discussed.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Cacciatore, Giulia, "Video Prompting Delivered via Augmented Reality to Teach Transition-Related Math Skills to Adults with Intellectual Disabilities" (2018). Theses and Dissertations. 6971.
augmented reality, video modeling, transition, math, intellectual disabilities