Video modeling is an evidence-based practice for teaching a wide range of skills to individuals with disabilities. Recent advances in technology have also made video modeling and video prompting more accessible and feasible for teachers and practitioners. This study aims to see if a functional difference exists between two filming perspectives: point-of-view and spectator. Using a single-subject alternating treatments design with least-to-most prompting, the researcher investigated differences between the two perspectives. Four individuals participated in this study—two males and two females between the ages of 19 and 21 with varying disabilities. Data were analyzed visually. Tasks that were taught are: cutting paper using a paper slicer, gluing paper onto a painted wood block, and opening a combination lock. At the conclusion of the study, it was determined that there is not a substantial difference between the two perspectives. However, participants successfully learned the new skills in both perspectives, indicating that positive outcomes may be observed when using a video prompting intervention to teach new skills to young adults with disabilities.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Washburn, Elizabeth A., "Comparing the Point-of-View and Spectator Perspectives in Video Prompting for Young Adults with Disabilities" (2015). Theses and Dissertations. 8792.
video prompting, point-of-view, spectator, perspective, technology, special education, disability, vocational education