Teaching Vocational Skills: Use of Video Prompting for Young Adults with Intellectual Disabilities
Year: 2019
Type: article
Abstract: The Individuals with Disabilities Education Act IDEA (2004) ensures students with disabilities are given a fair opportunity to receive an education that prepares them for employment and independent living. Gainful employment is a top priority in special education as it increases the likelihood of a better quality of life for individuals with disabilities. Vocational skill building is a core mandate of IDEA (2004) and is a common focus for young adult transitional student's in the 18-22 year age range. Furthermore, students diagnosed with moderate to severe intellectual disabilities are at a greater disadvantage as they require more intensive and explicit training as compared to students with mild to moderate disability diagnosis. However, there is a lack of researched based vocational teaching strategies for this population. Research suggests that video prompting (VP) is effective in teaching students with moderate disabilities (Cannella-Malone et al., 2006). This study used a multiple baseline AB single case design with 4 participants with moderate to severe disabilities to measure the impact of VP on the vocational task of washing windows. Results determined VP to be an effective teaching strategy for 3 of 4 participants. The findings of this study can be used in the discussion of vocational skill instructional strategies for the moderate to severe population.
Author: Matthew T. Gallegos
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2995701761