Video prompting is a training procedure used to teach a complex behavior by showing steps of a task analysis on video. The present study evaluated how many steps in the video model were required for the learner to acquire a 10 step laundry task. Participants were three individuals with mental retardation. Participants viewed the entire task on video and then progressively shorter segments until they performed all task steps. The results, evaluated in a multiple baseline across subjects design, showed that one individual learned the task with 2 video segments and another with 3 segments. The final participant needed a least to most prompting procedure to learn the skills.
About 60% of the children who are visually impaired (that is, are blind or have low vision) in the United Kingdom attend mainstream schools, and the remainder attend special schools (Clunies-Ross & Keil, 1999). In the past few years, educators have attempted to move beyond the limitations of integration toward inclusive learning by matching what learners learn best with what is required for successful learning to occur (Tomlinson, 1996).Nevertheless, experiences with integration, both good and bad, at various levels of education continue to affect the life experiences of people with visual impairments in the United Kingdom. A review of the literature revealed great variability in these experiences. In addition to autobiographical reports by blind people of their experiences (see, for example, Gosch, 1996), much research has explored the achievements of children with visual impairments and students in mainstream education (see, for example,
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