Applying secondary-tier group-based video modeling to teach children with developmental disabilities to communicate using iPad

Research output: Contribution to journalArticle

Abstract

This study aimed to contribute to the secondary-tier evidence of the three-tier video modeling intervention model (3TVM), using a group-based generic video, and to explore a new form of augmentative and alternative communication (AAC) intervention using a Chinese-language interface for teaching children with developmental disabilities. A multiple baseline across participants design was used in this study to assess the success of the intervention among three individuals ages 9–12 with developmental disabilities. The results indicate that the group-based VM intervention using an iPad successfully increased the participants’ ability to communicate during snack time. As the participants’ communication improved, anecdotal records showed that their inappropriate behaviors decreased. A discussion of future research is provided.

Original languageEnglish
Pages (from-to)209-221
Number of pages13
JournalEducation and Training in Autism and Developmental Disabilities
Volume53
Issue number2
Publication statusPublished - 2018 Jun 1

Fingerprint

Developmental Disabilities
Disabled Children
video
disability
Communication
Snacks
Aptitude
Teaching
Language
Group
communication
ability
language
evidence

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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