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Jennifer T. Christman A.B.D. Deirdre Elfers Dr. Stephen Kroeger University of Cincinnati

Using Mobile Technology in an Urban High School to Decrease Adult Prompting for Students Identified with Significant Intellectual Disabilities During In School Transitions . Jennifer T. Christman A.B.D. Deirdre Elfers Dr. Stephen Kroeger University of Cincinnati . Purpose.

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Jennifer T. Christman A.B.D. Deirdre Elfers Dr. Stephen Kroeger University of Cincinnati

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  1. Using Mobile Technology in an Urban High School to Decrease Adult Prompting for Students Identified with Significant Intellectual Disabilities During In School Transitions Jennifer T. Christman A.B.D. Deirdre Elfers Dr. Stephen Kroeger University of Cincinnati

  2. Purpose • The purpose of this study is to determine if the use of video modeling on mobile technology can decrease adult prompting for students with significant intellectual disabilities during in school transitions • Can…

  3. + Video modeling • Video modeling is a strategy that provides students with a visual record of a desired behavior or skill with the intent of the student imitating the behavior or demonstrating the skill after watching the video (Bellini & Akullian, 2007) • Often used with students with autism or other complex learning challenge • Foundation in Bandura’s theory on social learning (Ayres & Langone, 2005) • Has been proven successful across populations, ages, skills/behaviors and settings (McCoy & Hermansen, 2007; Alberto, Cihak & Gama, 2004).

  4. - Video modeling • Video modeling has proven to be successful, however, as it is most often presented… • It is stationary, students are not • The technology is outdated • Via group media though typically an individual intervention (or small group) • Creating/editing/storing videos can be a burden or intimidating

  5. overreliance • Students with complex needs often require adult prompting, often times from a paraprofessional (Giangreco, 2010) • Unintended consequences of one on one support: • Overreliance • Unhealthy dependency • Stigmatization • Interference with teacher engagement • Interference with peer engagement (Giangreco, 2010)

  6. Call to action… • Giangreco called for the implementation of alternative service delivery models and the use of video modeling on mobile technology may serve this purpose (Giangreco, 2010). • Cihak, Fahrenkrog, Ayres, & Smithused the support of video modeling on mobile technology with a system of least prompts with great success (2010) and call for continued research in this area

  7. Participants

  8. setting • Large, urban Midwest school • 7th-12th grade • Focus on STEM curriculum • School has 1,100 students • District has 34,000 students • 70% African American • 73% on free/reduced lunch federal support

  9. variables • Dependent variables- • Number of adult prompts needed • Type of prompt (verbal, visual, or physical) • Amount of time the task took to complete • Degree of completion • Independent Variable • Use of video model

  10. Analysis Plan • Single subject ABAB design (Kennedy, 2005) • Daily data collection • Data collected by researcher and research assistant for interobserver agreement on data collection sheet • Data inputted into Excel • Analyzed visually (graphs) and statistically (level, trend, slope and magnitude within trend, variability, immediacy of effect and overlap

  11. Results- Craig- Number of prompts

  12. Results- Ron-number of prompts

  13. Results- Evan- Number of prompts

  14. What’s next? • Statistical analysis • Analysis of other variables (time and completion of steps) • Results, discussion and limitations, implications and conclusion

  15. References Alberto, P., Cihak, D. & Gama, R. (2004). Use of static picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities, 26, 327-339. Ayres, K. & Langone, J. (2005). Intervention and Instruction with video for students with autism: a review of the literature. Education and Training in Developmental Disabilities, 40(2). 183-196. Bellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287. Cihak, D., Fahrenkrog, C., Ayres, K. & Smith, C., (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103-115. Giangreco, M. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: is conventional wisdom wrong? Intellectual and Developmental Disabilities, 48(1), 1-13. Kennedy, C., 2005. Single case designs for educational research. Boston: Pearson. McCoy, K. &  Hermansen, E. (2007). Video modeling for individuals with autism: a review of model types and effects. Education and Treatment of Children, 30(4), 183-213.

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