Teaching multi-step math skills to adults with disabilities via video prompting

Keywords

Common core, Adults, Transition, Disabilities, iPad, Video prompting, Video modeling, Math

Abstract

The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to nine adults with disabilities in an 18–21 post-high school transition program using a video prompting intervention package. The dependent variable was the percentage of steps completed correctly. The independent variable was the video prompting intervention, which involved several multi-step math calculation skills: (a) calculating a tip (15%), (b) calculating item unit prices, and (c) adjusting a recipe for more or fewer people. Results indicated a functional relationship between the video prompting interventions and prompting package and the percentage of steps completed correctly. 8 out of the 9 adults showed significant gains immediately after receiving the video prompting intervention.

Original Publication Citation

Kellems, R.O., Frandsen, K., Hansen, B. Gabrielsen, T, Clarke, B, Simons, K, & Clements, K. (2016) Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities 58(2016)31-44. http://dx.doi.org/10.1016/j.ridd.2016.08.013

Document Type

Peer-Reviewed Article

Publication Date

2016

Publisher

Elsevier

Language

English

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

University Standing at Time of Publication

Associate Professor

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