iDIY

Abstract

Ms. Chandler is a middle school special education teacher working in a lowincidence classroom. She currently teaches 12 students with intellectual disability and autism spectrum disorder in her classroom. Ms. Chandler feels that her students struggle to complete tasks independently and that they rely heavily on adult assistance across academic and functional tasks. At the beginning of the school year, Ms. Chandler received three iPads for her classroom to enhance instruction and learning. She heard wonderful things from colleagues about using iPads with students with disabilities, including the use of iPads for videobased instruction. Ms. Chandler thinks that video-based instruction would be great for her students and would promote less reliance on others for assistance. She is excited to use the technology in her classroom and wants to learn how to use the iPads to provide instruction to her students. The only caveat is that Ms. Chandler is a novice at creating video-based instruction, let alone creating instruction using a device with which she is unfamiliar.Video-based instruction is technologybased instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). Videobased instruction can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Implementing video-based

Self-Instructing With Mobile Technology: Considerations and Applications to Increase Independence

“…Therefore, creating custom-made videos for students with disabilities may be more successful (Rosenberg, Schwartz, & Davis, 2010). Weng, Savage, and Bouck (2014) task analyzed how to create individualized videos with an iPad. The authors provided detailed steps for using an iPad to film a video—including task analysis, writing scripts, practicing, filming, editing, and playing the custom videos.…”

“…Although specific to an iPad, these steps outline how simple it is to film, edit, and store videos all on one portable device. Practitioners might find applications such as iMovie and Keynote helpful for filming and editing, and applications such as Photos, Dropbox, and Google Drive helpful for storing videos (Weng et al, 2014). It is also fairly simple to convert YouTube videos to MP4 files (a compatible video format for use on iPads and iPhones) using free downloaded software for PC or Mac computers.…”

Using Video Prompting to Teach Leisure Skills to Students With Significant Disabilities

“…After the initial investment in the technology, video prompting is a low-cost teaching tool. Once the skills were identified and task analyses made, it was simple to create videos (for information on preparing videos, see Weng, Savage, & Bouck, 2014). Each video took between 5 and 8 min to create.…”

Promoting Independence With Vocational Audio and Video Prompting for Students With ASD

“…For information regarding the development of AP or VP, see Table 2. Educators who are completely novel to video-based interventions may find it helpful to refer toWeng, Savage, and Bouck (2014), who provided a detailed task analysis of making individualized VP and video modeling clips using an iPad. AlthoughWeng et al used an iPad to illustrate the process of making videos, the procedures apply to the majority of the electronic devices used in schools and daily life, such as smartphones, video cameras, and tablets.…”