Date Available
12-8-2016
Year of Publication
2016
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Advisor
Dr. Melinda Jones Ault
Co-Director of Graduate Studies
Dr. Margaret E. Bausch
Abstract
An important part of quality of life for people with moderate and severe intellectual disability (MSD) is being involved in community activities, including participation in faith communities. There is a need for meaningful inclusion of people with disabilities in faith communities beyond physical presence. Although it has been recommended that evidence-based strategies, such as video modeling (VM) be used to increase the meaningful inclusion of people with ID in faith communities, there is a lack of empirical studies using evidence-based practices to teach the skills necessary for participation in community activities. The purpose of this dissertation was to examine the use of an evidence-based practice (i.e., VM) in teaching people with ID to participate in a community activity. This study consisted of a multiple probe across behaviors design to analyze the effect of the VM and a system of least prompts (SLP) on participation in faith communities for persons with ID. The experimental design was replicated across participants and settings in different faith communities. The data indicated that VM and SLP were effective in increasing the number of steps in a task analysis completed by each participant. Additionally, each participant demonstrated maintenance and generalization of learned behaviors.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2016.493
Recommended Citation
Slocum, Victoria, "USING VIDEO MODELING PLUS A SYSTEM OF LEAST PROMPTS TO TEACH PEOPLE WITH INTELLECTUAL DISABILITY TO PARTICIPATE IN FAITH COMMUNITIES" (2016). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 33.
https://uknowledge.uky.edu/edsrc_etds/33
