Graduation Year
2008
Document Type
Thesis
Degree
M.A.
Degree Granting Department
Applied Behavior Analysis
Major Professor
Raymond Miltenberger, Ph.D.
Co-Major Professor
Timothy Weil, Ph.D.
Committee Member
Shelley Clarke, M.A.
Keywords
Mental retardation, Group home setting, Multiple opportunity method, Video chunking, Least-to-most prompting
Abstract
Because many individuals with developmental disabilities prefer to be as independent as possible, strategies need to be developed to teach them functional skills. Video prompting is a fairly new technology, in which a person learns to engage in a complex behavior by viewing steps of a task analysis on video. The steps are broken down so that the task is more manageable for the individual. The present study evaluated how many steps needed to be presented in the video model for the learner to acquire a functional skill. Three individuals between the ages of 17 and 29 and diagnosed with mental retardation were selected as participants. The target behaviors were to complete a 10 component laundry skill in a group home setting. Starting with viewing the entire task on video, the task was broken down into halves, then thirds, and so on until the individual performed all steps to criterion. A multiple baseline design was used to show the results of the video prompting procedure. The results showed that one individual learned the task with 5 steps in each video segment, another learned the task with the video broken into 4, 3, and 3 segments, and the final participant did not learn from video. For this participant, a least to most prompting procedure was effective.
Scholar Commons Citation
Horn, Julie A., "Teaching Functional Skills to Individuals with Developmental Disabilities Using Video Prompting" (2008). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/299
