Using point-of-view video prompting to teach algebraic equations to high school students with disabilities
Clinton, Jonathan Elias
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The present study evaluated the effectiveness of point-of-view video prompting delivered via an iPad in teaching four participants with disabilities to solve algebraic equations that required use of the distributive property. Participants were taught to independently use the video software on an iPad that presented steps of the targeted skill. A multiple probe across participants design was used to evaluate the effects of the intervention on the percent of equations solved correctly and the percent of steps completed correctly. All participants learned to accurately solve the targeted algebraic equations following the introduction of intervention. In addition, participants’ skills generalized to a similar yet untaught equation type. Participants’ skills maintained at varying levels following treatment. Implications and limitations are discussed.
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