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vol.11 issue2A pilot study on early interactions and its relationship with high-risk infant's developmentUsing video prompting to teach how to put the jacket on to students with intellectual disability author indexsubject indexarticles search
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Escritos de Psicología (Internet)

On-line version ISSN 1989-3809Print version ISSN 1138-2635


SIMO-PINATELLA, David  and  MUMBARDO-ADAM, Cristina. Using video prompting to teach how to put the jacket on to students with intellectual disability. Escritos de Psicología [online]. 2018, vol.11, n.2, pp.84-91. ISSN 1989-3809.

Video-based interventions (i.e., video prompting) have been identified as effective practices when learning daily living skills. The aim of this study was to evaluate the effectiveness of the video prompting strategy to teach three students, aged 8 to 10 years old, with intellectual disability to put the jacket on using a multiple baseline. For teaching purposes, this skill was divided into nine steps that were taught in their special education school classroom. Results demonstrate the video prompting effectiveness, with students successfully engaging in 88.9 to 100% of the steps. Video prompting usefulness and manageability within educational settings was also stated through social validity results. Finally, implications of video prompting use and the need to implement evidence-based practices in our educational settings are discussed.

Keywords : Video prompting; intellectual disability; evidence based practices; daily living skills.

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