Video Activity Schedules to Increase Independence for Students with Disabilities
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Success in post-school environments, such as the employment and community access, is increased when an individual is independent of instructor or caregiver support. Individuals with disabilities can self-instruct using various forms of assistive technology to alleviate instructor support, thus increasing their autonomy. This study used a multiple probe across behaviors design replicated across two participants to examine the effectiveness of a video activity schedule (VidAS) to increase independence in novel vocational tasks across three school settings (i.e., office, cafeteria, library). Both participants, one participant with an intellectual disability and one participant with a traumatic brain injury, were able to self-instruct using VidAS and independently complete all three tasks within each environment. Implications for teachers and practitioners working with transition-age youth with disabilities are discussed as well as limitations to the current study.
KeywordsIntellectual disability Traumatic brain injury Video activity schedules Self-instruction Video modeling Mobile technology
Compliance with Ethical Standards
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from parent/guardians and assent was obtained from all participants included in the study.
Conflict of Interest
All authors declare that they have no conflict of interest.
This study was conducted as part of the first author’s Master’s thesis project. There are no financial disclosures to report associated with the work completed with this study.
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