https://doi.org/10.33700/jhrs.2.3.90
ABSTRACT
ABSTRACT
Introduction: Opportunities are increasing for individuals with disabilities to live independently. Video prompting is important to increasing independence through observation and imitation of specific behaviors or skills. However, the impact of voice-over instructions has yet to be studied.
Aims: The aim of this study was to evaluate the impact of voice-over instructions on teaching daily living skills to three individuals with disabilities via video prompting.
Method: A single-subject adapted alternating treatment design was used. Two versions of each intervention video were created by the researchers and alternated: one without and one with step-by-step voice-over instructions. Four skills were selected: (a) making a bowl of oatmeal, (b) microwaving popcorn, (c) starting a load of laundry, and (d) cleaning the microwave. Data were also collected on the number of prompts to use technology and the number of views for each step.
Results: Results showed that the presence of voice-over instructions led to higher levels of task acquisition for all the participants. The number of prompts to use technology decreased for two of the individuals after exposure to both instruction types. The number of views did not appear to be related to the presence of voice-over instructions.
Conclusion: Video prompting, with or without voice-over instructions, is an effective way to teach daily living skills and promote independence to individuals with intellectual disabilities.
Keywords: Video prompting, voice-over instruction, daily living skills, intellectual impairment
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