Instruction and video feedback to improve staff's trainer behaviour and response prompting during one-to-one training with young children with severe intellectual disability

Vonderen, Annemarie van; Duker, Pieter C.; Didden, Robert

doi:10.1016/j.ridd.2010.06.009

Cited by 14 publications

(3 citation statements)

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“…In addition, recent research has demonstrated that instructional video and video prompting tend to improve trainer behavior (Damen, Kef, Worm, Janssen, & Schuengel, 2011;van Vonderen, Duker, & Didden, 2010;van Vonderen, de Swart, & Didden, 2010). Improving trainer behavior contributes to providing better pedagogical interventions for people with ID.…”

Section: Video-based Interventions For People With Idmentioning

confidence: 99%

A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

Davidson

2015

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This article presents the results of a collaborative action research conducted with people living with intellectual disabilities (ID) who were going through a community integration process. To be successfully integrated into a community, they need to develop basic life skills as much as they need to learn to use mobile technologies for authentic interactions (Davidson, 2012) and to be self-advocates online (Davidson, 2009a). This study used the Capability Approach pioneered by Sen (1992) and Nussbaum (2000), which focusses on what people can do rather than on their deficiencies. I recruited a group of eight people with ID who wished to set goals, engage in developing new capabilities, share their goals and act as models for others with ID who want to learn to live on their own. In this article, I examine the process of developing self-advocacy videos with mobile technologies using the Capability Approach and I analyze the inventory of capabilities collected through this study. I provide recommendations for intervention through mobile technologies with the long term-goal of helping people with ID to become contributing citizens. I discuss the innovative action research methodology I used to help people with ID become self-advocates and take control of the messages they give through producing their own digital resources.

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Section: Video-based Interventions For People With Idmentioning

confidence: 99%

A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

Davidson

2015

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“…In administering these behavioral treatments, some behavioral characteristics of AS (e.g., short attention span, non-compliance) may interfere with accurate implementation of behavioral treatments (Summers et al 1995). Interventions such as supervisory or video feedback, self-monitoring and instruction have shown to increase correct trainer behavior, which in turn had a positive effect on the child's progress (van Vonderen et al 2010(van Vonderen et al , 2011.…”

Section: Discussionmentioning

confidence: 99%

Educational Priorities for Individuals with Angelman Syndrome: A Study of Parents’ Perspectives

et al. 2014

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The priorities of parents of children with intellectual disability should be considered when selecting educational goals. To this end, 77 parents of children with Angelman syndrome (AS) completed a questionnaire that involved rating their child's abilities and prioritizing educational goals across a range of adaptive and maladaptive domains. A factor analysis was used to determine if parents prioritized the training of skills in which their child showed a major, moderate or minor deficit. Results suggest that skills related to communication, recreation, self-care, motor and academic domains are high priorities. Further, parents of children under the age of 18 indicated that

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“…Occupational training and the technological means (mainly, simulation) to achieve it are being developed at the crossroads between ergonomics and educational sciences (Aubert, 2000 ;Boccara & Delgoulet, 2013 ;Caes-Martin, 2005 ;Chassaing, 2004 ;Fauquet-Alekhine & Pehuet, 2011 ;P Pastré, 2005 ;Samurçay, 2005 ;Vidal-Gomel, 2007). The scientific literature also notes that the professional fields that make the most use of video media for training are primarily teacher training (Goldman, 2007 ;Mottet, 1997 ;Sawyer, 2006 ;Vonderen & al., 2010 ;Weiss & al., 2006) and emergency care units (Alison & Crego, 2008 ;Crego & Harris, 2002 ;Eary, 2008 ;Hamilton & al., 2002 ;Jowett & al., 2007 ;Mondada, 2003Mondada, , 2004Palter & al., 2010 ;Powell & al., 2008) 5 In the manual sector, some homemade videos are produced by trainers or field operators in industry to meet their needs for innovative teaching tools. That being said, they generally use a prescriptive approach that shows what must be done according to the rules.…”

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confidence: 99%

Learning the Secrets of the Craft Through the Real-Time Experience of Experts : Capturing and Transferring Experts’ Tacit Knowledge to Novices

Bellu¹

2016

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Instruction and video feedback to improve staff's trainer behaviour and response prompting during one-to-one training with young children with severe intellectual disability

Cited by 14 publications

References 6 publications

A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

A Collaborative Action Research about Making Self-Advocacy Videos with People with Intellectual Disabilities

Educational Priorities for Individuals with Angelman Syndrome: A Study of Parents’ Perspectives

Learning the Secrets of the Craft Through the Real-Time Experience of Experts : Capturing and Transferring Experts’ Tacit Knowledge to Novices

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