Video Modeling and Prompting in Practice: Teaching Cooking Skills
Keywords
video modeling, video prompting, intellectual disability, cooking, evidence-based practice
Abstract
This article discusses the creation of video modeling (VM) and video prompting (VP) interventions for teaching novel multistep tasks to individuals with disabilities. This article reviews factors to consider when selecting skills to teach, and students for whom VM/VP may be successful, as well as the difference between VM and VP and circumstances affecting which to choose. The purpose of this article is to provide practitioners with step-by-step instruction on how to teach cooking skills using VM and VP for young adults with disabilities.
Original Publication Citation
Kellems, R. O., *Mourra, K., Morgan, R. L., Riesen, T. *Glasgow, M., & *Huddleston, R. (2016). Video modeling and prompting in practice: Teaching cooking skills. Career Development and Transition for Exceptional Individuals, 39, 185-190. https://doi.org/10.1177/2165143416651718
BYU ScholarsArchive Citation
Kellems, Ryan O. Ph.D.; Mourra, Kjerstin MS; Morgan, Robert L. PhD; Riesen, Tim PhD; Glasgow, Malinda; and Huddleston, Robin, "Video Modeling and Prompting in Practice: Teaching Cooking Skills" (2016). Faculty Publications. 7604.
https://scholarsarchive.byu.edu/facpub/7604
Document Type
Peer-Reviewed Article
Publication Date
2016
Publisher
SAGE Publications
Language
English
College
David O. McKay School of Education
Department
Counseling Psychology and Special Education
Copyright Status
© Hammill Institute on Disabilities 2016
Copyright Use Information
https://lib.byu.edu/about/copyright/