Date of Defense

4-23-2017

Date of Graduation

4-2017

Department

Psychology

First Advisor

Richard Malott

Second Advisor

Kelly Kohler

Abstract

Many children with developmental disabilities have a hard time learning skills, such as following directions, in a small group setting. Video modeling has been shown as an effective way to teach certain skills to children with autism and other developmental disabilities (Nikopoulos & Keenan, 2004; Wu, Cannella-malone, Wheaton et al, 2016). Little research has been done on using video modeling to teach functional directions. Generalizing direction following skills to appropriate contexts is important for children to be successful in the many environments they encounter in a typical school setting. The purpose of this project was to teach functional direction following using peer video models. A simple baseline design was used to measure the effects of video modeling on direction following. During phase one, the videos were shown to the participant once before each trial. Phase two consisted of giving the verbal directions without the video model. During the generalization phase, the verbal direction was given to a group of two to four students in addition to the participant. The results indicated that video modeling was an effective way to teach functional directions to a child with a developmental disability. Future research may include a larger sample size and two-step directions.

Access Setting

Honors Thesis-Open Access

Download

Share

COinS