Teaching Children with Intellectual Disabilities through Video Prompting: Smartphone vs. Tablet

Year 2018, , 33 - 49, 12.08.2018

Serife Yucesoy-ozkan Emrah Gulboy Feyat Kaya

https://doi.org/10.20489/intjecse.454433

Abstract

The study aims to determine
whether video prompting differs when provided on smartphone compared with
tablet in terms of effectiveness and efficiency in teaching leisure skills to
children with intellectual disabilities, which types of errors exhibited by participants
and the opinions of the mothers on the social validity of the study. Four
children with intellectual disabilities, aged 66-81 months participated in the
study. An adapted alternating treatments design show that video prompting was
effective on both video prompting provided via smartphone and tablet on
teaching leisure skills, however video prompting presented through the
smartphone was more effective than video prompting presented through tablet.
There was no significant difference between the efficiency of VP provided on
the smartphone and tablet in terms of number of sessions and errors; however,
VP provided on the tablet was slightly more efficient in terms of total
training time. In addition, the most common errors in probe sessions were sequence
and duration errors, and the opinions of the participants’ mothers regarding
the social validity of the study were positive. Implications for future
research are discussed. 

Keywords

Video Prompting, screen size, smartphone, tablet, Intellectual disabilities, seisure skills

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