Effects of video based training on spoken and signed language acquisition by students with mental retardation

Watkins, Lydia; Sprafkin, Joyce; Krolikowski, David M.

doi:10.1016/0891-4222(90)90013-x

Cited by 9 publications

(6 citation statements)

References 20 publications

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“…This is particularly important to teachers because of limited access to the community, lack of transportation, weather concerns, and internal scheduling conflicts that can prohibit teachers from offering the community as a daily instructional site. These advantages supported those reported by Charlop and Milstein (1989) and Watkins et al (1990).…”

Section: Discussionsupporting

confidence: 91%

“…Another advantage attributed to videotaped instruction is efficient use of teacher time (Charlop & Milstein, 1989). Videotapes can relieve instructors from routine review and practice, allowing more time for teacher-directed instruction (Watkins, Sprafkin, & Krolikowski, 1990). Stephans and Ludy (1984) found videotapes to be more effective than live modeling in teaching action concepts.…”

Section: University Of Northern Iowamentioning

confidence: 99%

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Acquisition and Generalization of Functional Words in Community Grocery Stores Using Videotaped Instruction

Kyhl

Alper

Sinclair

1999

Career Development for Exceptional Individuals

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The purpose of this study was to investigate the efficacy of videotaped instruction for acquisition and generalization of functional sight words used in a community grocery store. The participants were three young adults with mental retardation who attended a public high school. The young adults were taught sight words using videotaped instruction in school. Generalization and maintenance were assessed in a community grocery store. Using a multiple baseline across participants design, the intervention was demonstrated to be effective in fostering acquisition of functional words in the classroom, as well as generalization to the community site. Results were maintained after a 5-month follow-up period. Advantages of videotaped instruction for practitioners were discussed and include (a) more efficient use of teacher time, (b) increased opportunities to review and practice, (c) bringing the natural setting into the classroom, and (d) reliability of training. Future research needs include replications in a variety of other community settings, across types and degrees of disabilities, and across skill areas. The need to explore the efficacy of videotaped instruction for teaching comprehension of functional sight words is also discussed.Functional skills are those used frequently in natural settings and expected of peers without disabilities. These skills are essential to students' performance and participation in a variety of community environments (Bishop & Falvey, 1989). Any skills that students need and can learn to use throughout life in nonschool settings are functional skills.

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Section: Discussionsupporting

confidence: 91%

Section: University Of Northern Iowamentioning

confidence: 99%

Acquisition and Generalization of Functional Words in Community Grocery Stores Using Videotaped Instruction

Kyhl

Alper

Sinclair

1999

Career Development for Exceptional Individuals

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“…Characteristics of this technology considered useful when working in the field of special education are repetitive practice (Helsel, 1988;Browning, White, Nave, & Barkin, 1986); consistency (Helsel); nonjudgemental, positive presentations and feedback (Payne & Antonow, 1982); and learning without the need for reading . Incorporation of computer-based instruction can further provide independent practice (Watkins, Sprafkin, & Krolikowski, 1990); high interest (Bull, Cochran, & Snell, 1988;Rieth, Bahr, Okolo, Polsgrove, & Eckert, 1988); motoric accessibility (Bull et al); and immediate error correction (Schmidt, Weinstein, Niemic, & Walberg, 1985. Examination of instructional procedures incorporating both videotapes and computers has been recommended for presenting instruction that will generalize from school to community environments (Morse et al, 1996;Wissick et al, 1992).…”

mentioning

confidence: 99%

Computer-Based Video Instruction to Teach Persons with Moderate Intellectual Disabilities to Read Grocery Aisle Signs and Locate Items

2002

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The purpose of this study was to evaluate the use of computer-based video instruction to teach generalized reading of words found on grocery store aisle signs and the location of the corresponding grocery items within those aisles. A multiple probe design across three sets of words, replicated across four students with moderate intellectual disabilities, was used to evaluate the effectiveness of the computer-based video program. All training sessions occurred through simulation using the computer-based program with "life-like" video recordings of multiple examples of three grocery stores. All generalization probes, including generalized reading of target words in a novel grocery store, were assessed in actual grocery stores. Results indicated that the computer-based video program alone was successful in teaching generalized reading of aisle signs and the location of items and that students generalized responding to a novel grocery store. Results are discussed in terms of the advantages of computer-based video instruction.

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“…No difference existed between language-impaired children and normal children when the context was an adult mentioning the object name once during interactive play with the item (Dollaghan, 1987), but language-impaired children learned less than normal children when shown a video in which labels appeared 5 to 14 times (Rice, Buhr, & Nemeth, 1990). 3 In comparisons of language training of mentally retarded students exposed to video only, therapist only, and therapist plus video (Watkins, Sprafkin, & Krolikowski, 1990), students trained with video alone learned least. 4 Studies of effects of video input on second language learning by college students (another exceptional form of learning; e.g., Pepperberg & Schinke-Llano, 1991) also emphasize the importance of reference, functionality, and interaction.…”

mentioning

confidence: 99%

Limited contextual vocal learning in the grey parrot (Psittacus erithacus): The effect of interactive co-viewers on videotaped instruction.

Pepperberg¹,

Gardiner²,

Luttrell³

1999

Journal of Comparative Psychology

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Grey parrots (Psittacus erithacus) do not acquire referential English labels when tutored with videotapes (a) in social isolation (I. M. Pepperberg, 1994); (b) when reward for an attempted label is possible (I. M. Pepperberg, J. R. Naughton, & P. A. Banta, 1998); or (c) when trainers direct birds' attention to the video monitor (I. M. Pepperberg et al., 1998). To test whether more participatory training and variety might facilitate learning from videotapes, during video viewing a single trainer repeated the targeted labels, asked questions, and rewarded attempts at the label with the object; live video input was also used. Subjects also received live tutoring from a pair of interactive trainers on a different set of object labels. Birds learned referential labels from live tutor pairs but not from video. Specific aspects of live tutoring appear critical for the acquisition of referential English labels.Two sets of avian-human comparisons demonstrate similarities and differences in information processing. The first set encompasses vocal learning (e.g.,

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Effects of video based training on spoken and signed language acquisition by students with mental retardation

Cited by 9 publications

References 20 publications

Acquisition and Generalization of Functional Words in Community Grocery Stores Using Videotaped Instruction

Acquisition and Generalization of Functional Words in Community Grocery Stores Using Videotaped Instruction

Computer-Based Video Instruction to Teach Persons with Moderate Intellectual Disabilities to Read Grocery Aisle Signs and Locate Items

Limited contextual vocal learning in the grey parrot (Psittacus erithacus): The effect of interactive co-viewers on videotaped instruction.

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