Using Video Prompting To Teach Daily Living Skills to Young Adults With Disabilities

Date of Award

6-2024

Degree Name

Doctor of Education

Department

Special Education and Literacy Studies

First Advisor

Kristal Ehrhardt, Ph.D.

Second Advisor

Alan Poling, Ph.D.

Third Advisor

Emily Curiel, Ph.D.

Fourth Advisor

Rena VanDerwall, Ed.D.

Abstract

Young adults with disabilities may experience difficulties with the daily living skill of meal preparation. Such skills are significant for independent living, employment, and overall quality of life. Previous research has identified video prompting daily living skills as an effective practice that supports independent living. Furthermore, research on young adults with disabilities and video prompting daily living skills has shown an increase in the percentage of correct responses for meal preparation, compared to no use of video prompting. The purpose of the present study was to teach and assess three cooking recipes as a daily living skill for seven young adults with developmental disabilities. The video prompting system included the use of a least-to-most prompting procedure. A multiple probe design across participants was used to assess the video prompting system's effects on the percentage of correctly completed steps in making a fruit smoothie, apple cinnamon oatmeal, and breakfast sandwich. The data revealed the following: (a) all participants acquired the skills using the video prompting intervention, (b) follow-up data demonstrated that the skills were maintained over three weeks, and (c) generalization probes indicated that the participants performed the task accurately in a new setting with different materials. The results of the study suggest that video prompting is an effective intervention for promoting the acquisition, maintenance, and generalization of meal preparation tasks. Future research should further explore the efficacy of least-to-most prompting procedures used with video prompting and the impact that these procedures have on student learning and skill maintenance. The application of these findings and suggestions for future research are discussed.

Access Setting

Dissertation-Abstract Only

Restricted to Campus until

6-1-2026

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