Abstract

Individuals with developmental disabilities struggle to learn important life skills. This deficit impedes their ability to function in the community and live meaningful lives. Video prompting (VP) is an evidence-based practice that has been used to teach a wide variety of skills to individuals with disabilities. VP utilizes technology to create step-by-step videos to teach academic, social, vocational and other life skills This article extends the current literature on VP interventions to hygiene skills and investigates the efficacy, skill maintenance, social validity, and level of independence that can be achieved using VP to teach hygiene skills. Three participants with developmental disabilities were selected from a junior high school and were given a video prompting intervention on an iPad to improve hygiene skills. Hygiene skills that were taught included teeth brushing, teeth flossing, face washing and basic eye makeup application. All three participants reached and maintained mastery in each of their target skills. Social validity data indicated that using iPad delivered VP interventions was socially acceptable for teaching some hygiene skills. Not every participant was able to access the VP intervention completely independently. VP interventions are a viable option for teaching these crucial life skills to individuals with developmental disabilities.

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

2019-12-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd11048

Keywords

video prompting, developmental disabilities, life skills, hygiene, task analysis, iPads

Language

english

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