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

Abstract

Normal 0 false false false BS-LATN-BA X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Times New Roman,serif; mso-ansi-language:EN-US;} 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.