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dc.contributor.authorShepley, Sally Bereznak
dc.date.accessioned2016-01-16T05:30:13Z
dc.date.available2016-01-16T05:30:13Z
dc.date.issued2015-05
dc.identifier.othershepley_sally_b_201505_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/shepley_sally_b_201505_phd
dc.identifier.urihttp://hdl.handle.net/10724/33819
dc.description.abstractThis study evaluated the effects video prompting when presented as teacher-delivered instruction (TDI) and when presented as student-delivered instruction (SDI) on skill acquisition for four females, ages 16-20, with an intellectual disability. An adapted alternating treatments design with baseline, comparison, replication, best (if applicable), and maintenance conditions was used to compare the two procedures. Results indicated that three participants were able to acquire a novel skill within a similar number of sessions and time with both TDI and SDI, while one participant only reached criterion levels of responding when a teacher provided instruction. Outcomes are discussed in terms of how teachers can adopt SDI as a pivotal skill, thereby increasing independence from instructors without eliminating dependence of a prompt.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectintellectual disability
dc.subjectstudent-delivered instruction
dc.subjectvideo prompting
dc.titleComparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCommunication Sciences and Special Education
dc.description.majorSpecial Education
dc.description.advisorKevin Ayres
dc.description.committeeKevin Ayres
dc.description.committeeCynthia O. Vail
dc.description.committeeAnne Marcotte
dc.description.committeeAlicia Davis


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