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• 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…

+ 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).

- 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however, as it is most often presented…• It is stationary, students are not• The technology is outdated• Via group media though typically an individual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

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)

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, & Smith used 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

ParticipantsStudent

Age

Disability

Ethnicity

Financial Need

Other

Evan 15 Autism African American

Free Lunch Non Verbal; uses iPad for communication along with limited signs and vocalizations, wears glasses (inconsistently)

Rob 13 Down Syndrome and Reactive Attachment Disorder

African American

Pays full price for lunch

Peripheral vision challenges- wears glasses

Craig 17 Down Syndrome

African American

Free Lunch Has one on one paraprofessional, small in stature, consistent behavior problems

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

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

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

Results- Craig- Number of prompts

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 170

5

10

15

20

25

Craig- Number of Prompts

Session number

Num

ber

of p

rom

pts

Results- Ron-number of prompts

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 180

5

10

15

20

25

Ron- number of prompts

Session Number

Num

ber

of P

rom

pts

Results- Evan- Number of prompts

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 180

5

10

15

20

25

Evan- number of prompts

Session Number

Num

ber

of P

rom

pts

What’s next?• Statistical analysis• Analysis of other variables (time and

completion of steps)• Results, discussion and limitations,

implications and conclusion

ReferencesAlberto, 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.