Date Available
4-20-2020
Year of Publication
2020
Document Type
Master's Thesis
Degree Name
Master of Science (MS)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
Faculty
Dr. Amy D. Spriggs
Faculty
Dr. Melinda Jones Ault
Abstract
Video modeling has been found to be effective in teaching various skills to individuals with intellectual and/or developmental disabilities. Despite this evidence, there is very little evidence to support using video modeling to teach specific soft skills in the workplace, such as requesting for conversational repair. This study evaluated the effects of video modeling on requests for conversational repair within vocational situations using a multiple probe research design. Due to unforeseen circumstances as a result of COVID-19, the study had to be concluded before all participants could receive intervention. However, an effect between video modeling and requests for conversational repair was demonstrated for the first participant. This effect shows promising results for the potential of video modeling interventions in teaching softs skills related to the work place.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2020.075
Recommended Citation
Handley, Bryn C., "The Use of Video Modeling to Teach Requesting for Conversational Repair in Vocational Situations" (2020). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 81.
https://uknowledge.uky.edu/edsrc_etds/81
