Using a Simultaneous Prompting Procedure with an iPad to Teach the Pythagorean Theorem to Adolescents with Moderate Intellectual Disability

Abstract

Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This investigation evaluated the effectiveness of a simultaneous prompting procedure to teach four adolescents with moderate intellectual disabilities to use the Pythagorean theorem to solve real-life scenarios (i.e., sewing, using a ladder, finding dimensions of a screen) shown on a short video on an iPad. A multiple probe design across participants evaluated the effectiveness of the procedure. Results indicate the participants acquired the skill of using the Pythagorean theorem and generalized it to additional real-life, novel problems. Social validity, limitations, and implications for practitioners are also discussed.

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

“…During all training trials, a controlling prompting immediately follows the task direction. SP has been used to teach a wide variety of skills, both chained and discrete, to students with MSD that have included academic core content (Collins et al, 2007;Creech-Galloway, Collins, Knight, & Bausch, 2014;Karl, Collins, Hager, Schuster, & Ault, 2013;Pennington, Collins, Stenhoff, Turner, & Gunselman, 2014), communication skills (Palmer, Collins, & Schuster, 1999); community skills (K. C. Singleton, Schuster, & Ault, 1995;D. K. Singleton, Schuster, Morse, & Collins, 1999;Smith, Schuster, Collins, & Kleinert, 2011); daily living skills (K. S. Fetko, Schuster, Harley, & Collins, 1999;Parrott et al, 2000), leisure skills (E. E. Fetko et al, 2013;Seward, Schuster, Ault, Collins, & Hall, 2014), and vocational skills (Maciag, Schuster, Collins, & Cooper, 2000).…”

The quality of evidence in tablet‐assisted interventions for students with disabilities

“…First, all 14 studies received 3‐point scores for the first sub‐category (participant description) by providing an operational definition of the participants' disabilities and details such as age, gender and IQ. For the second sub‐category (participant selection), only six studies (Burton et al, ; Chai et al, ; Creech‐Galloway et al, ; Rivera et al, ; Seok et al, ; Spooner et al, ) received 2‐point or 3‐point scores by describing criteria for selecting participants along with reading pre‐assessment data; the other eight studies received 1‐point scores mostly because they lacked data from reading pre‐assessments. With regard to the third sub‐category, setting description, ten studies received 3‐point scores; two studies received 2‐point scores because they provided some features of setting but needed more details such as type of classroom, room arrangement and number of students per teacher.…”

“…Each of these studies was further reviewed to determine if it fully meets the criteria. Upon the completion of this process, 17 intervention studies were identified for inclusion in this review: three quasi‐experimental/experimental design studies (Berninger, Nagy, Tanimoto, Thompson, & Abbott, ; Liu, Chou, Liu, & Yang, ; Zhang, Trussell, Gallegos, & Asam, ) and 14 single‐case design studies (Arthanat, Curtin, & Knotak, ; Burton et al, ; Chai et al, ; Creech‐Galloway, Collins, Knight, & Bausch, ; Crowley, McLaughlin, & Kahn, ; Ganz et al, ; Hart & Whalon, ; Musti‐Rao, Lo, & Plati, ; Purrazzella & Mechling, ; Retter, Anderson, & Kieran, ; Rivera, Mason, Moser, & Ahlgrim‐Delzell, ; Seok, DaCosta, & Yu, ; Spooner, Ahlgrim‐Delzell, Kemp‐Inman, & Wood, ; van der Meer et al, ).…”

Video Self-Modeling for a Student with Dravet Syndrome: an Intervention Involving Parents During Covid-19 Pandemic in Italy

“…The literature reported various ways of using video-modeling (Park et al, 2019). Some de-scribe the use of video modeling to teach academic skills (Burton et al, 2013;Creech-Galloway et al, 2013;Kellems et al, 2016). Among these is video self-modeling (VSM), an application in whi-ch the individual must observe himself while accurately performing the target behavior (Dowrick, 1999).…”