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  5.     <title>UTas ePrints - Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities</title>
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  29. <meta content="We compared two procedures (video prompting versus video modeling) for teaching six adults with
  30. developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video
  31. clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps
  32. from beginning to end. After watching the respective video clips, participants were given the opportunity to
  33. complete the task. Video prompting and video modeling procedures were counter-balanced across tasks and
  34. participants and compared in an alternating treatments design. Video prompting was effective in promoting
  35. rapid acquisition across both tasks in all but one case. Video modeling, in contrast, was generally shown to be
  36. ineffective. These data suggest that the number, duration, and/or perspective from which the video clips are
  37. filmed may influence their effectiveness as a teaching tool for individuals with developmental disabilities." name="eprints.abstract" />
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  347.     <h1 class="ep_tm_pagetitle">Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities</h1>
  348.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Canella-Malone, H.</span> and <span class="person_name">Sigafoos, J.</span> and <span class="person_name">O'Reilly, M.</span> and <span class="person_name">de la Cruz, B.</span> and <span class="person_name">Edrisinha, C.</span> and <span class="person_name">Lancioni, G.E.</span> (2006) <xhtml:em>Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities.</xhtml:em> Education and Training in Developmental Disabilities, 41 (4). pp. 344-356. ISSN 0013-1237</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2160' );" href="http://eprints.utas.edu.au/1668/1/4SigRQF.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2160' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2160"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1668/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1668/1/4SigRQF.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />135Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://www.dddcec.org/etmrddv/TOC/etddv41n4.htm">http://www.dddcec.org/etmrddv/TOC/etddv41n4.htm</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">We compared two procedures (video prompting versus video modeling) for teaching six adults with
  349. developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video
  350. clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps
  351. from beginning to end. After watching the respective video clips, participants were given the opportunity to
  352. complete the task. Video prompting and video modeling procedures were counter-balanced across tasks and
  353. participants and compared in an alternating treatments design. Video prompting was effective in promoting
  354. rapid acquisition across both tasks in all but one case. Video modeling, in contrast, was generally shown to be
  355. ineffective. These data suggest that the number, duration, and/or perspective from which the video clips are
  356. filmed may influence their effectiveness as a teaching tool for individuals with developmental disabilities.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330108.html">330000 Education &gt; 330100 Education Studies &gt; 330108 Special Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1668</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">27 Aug 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1668;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1668">item control page</a></p>
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