Author ORCID Identifier
https://orcid.org/0009-0005-7738-5484
Date Available
12-12-2025
Year of Publication
2025
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Special Education
Faculty
Amy Spriggs
Faculty
Sally Shepley
Abstract
This study used a multiple probe across participants design to (a) evaluate the use of a mobile device (i.e., iPad) for video modeling to increase functional daily living skills and (b) evaluate the use of system of least prompts to teach students to self-instruct. In baseline, the classroom teacher asked participants to start their tasks and collected performance data. In the technology training condition, the teacher implemented a system of least prompts procedure to teach participants to initiate use of the iPad, navigate to a training video model, pause/play videos of training tasks, and perform the modeled training tasks. After meeting criterion in technology training, the classroom teacher evaluated participant performance of novel tasks following a video model on the iPad. The primary dependent variable was the percentage of task analysis steps completed independently during both training and novel activities. A secondary dependent variable measured participants’ ability to navigate the iPad to self-instruct independently.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.604
Recommended Citation
Sullivan, Pamela J., "INCREASING DAILY LIVING INDEPENDENCE USING VIDEO MODELING IN MIDDLE SCHOOL STUDENTS WITH INTELLECTUAL DISABILITY" (2025). Theses and Dissertations--Educational Leadership Studies. 69.
https://uknowledge.uky.edu/edl_etds/69
