The Effects of Self-Directed Video Prompts Delivered Via a Telehealth Model on the Acquisition of Daily Living fnd Job-Related Skills For Young Adults With IDD

Date of Award

12-2021

Degree Name

Doctor of Philosophy

Department

Psychology

First Advisor

Dr. Jessica Van Stratton

Second Advisor

Dr. Jonathan Baker

Third Advisor

Dr. Ron Van Houten

Fourth Advisor

Dr. Kourtney Bakalyar

Keywords

Self-management, video prompting, daily living skills, job-related skills, self-directed response prompt

Abstract

Deficits in daily living and job-related skills are barriers to independence in living and employment for adults diagnosed with intellectual and developmental disabilities (IDD). Though self-management strategies, including self-directed video prompts, are a promising avenue for achieving goals in these domains, more research is needed. Only a limited number of studies that used self-directed video prompts for daily living and vocational skills have assessed for generalization or evaluated participant independence with prompting devices. Additionally, few studies have directly worked with adults with IDD through telehealth platforms. Thus, the purpose of this study was to examine the effects of using self-directed video prompts delivered via a telehealth (video conferencing) model on the percentage of steps correctly completed on daily living and job-related skills for five young adults, ages 20 to 25 years old. Participants were initially trained to use Webex during an in-person meeting. All other procedures, including an Assessment of Functional Living Skills® (AFLS) pre- and post-assessment, trainings on how to access and use video prompts, and research sessions were conducted via video conferencing. Four of five participants achieved 100% of steps across three consecutive sessions for at least three target skills with video prompts alone. Behavioral Skills Training (BST) was needed for two target skills for a single participant. Evidence of generalization and maintenance was observed across all participants.

Comments

Fifth Advisor: Dr. Katy Holverstott

Access Setting

Dissertation-Campus Only

Restricted to Campus until

12-15-2032

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