Abstract
A chasm exists between scientific research and applied interventions in special needs classrooms. An example of this chasm is the lack of use of video modeling interventions whose efficacy has been shown in numerous case studies. We surveyed 44 special needs educators across several schools and found that a mere 25% are familiar with using video modeling as an intervention and of those only 2 teachers used it. In contrast, 42.5% of the responders use apps targeting special needs behaviors in their classrooms. The survey results indicate that human factors, such as ease of use, are the main reason for using the apps currently utilized by those teachers. This study informed of the need for applying human factor principles when designing systems implementing interventions in special needs classrooms.
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Abualsamid, A., Hughes, C.E. (2018). Why Is Video Modeling Not Used in Special Needs Classrooms?. In: Andre, T. (eds) Advances in Human Factors in Training, Education, and Learning Sciences. AHFE 2017. Advances in Intelligent Systems and Computing, vol 596. Springer, Cham. https://doi.org/10.1007/978-3-319-60018-5_13
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DOI: https://doi.org/10.1007/978-3-319-60018-5_13
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