Teaching Classroom Transitions to Students with Developmental Disabilities through Video Self-Modeling and Picture Prompts: A Comparison of two Procedures

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dc.contributor.advisor Arnold-Saritepe, A en
dc.contributor.author Spasovski, Kristina en
dc.date.accessioned 2017-04-27T00:06:03Z en
dc.date.issued 2016 en
dc.identifier.uri http://hdl.handle.net/2292/32672 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract Having the skill to transition independently is particularly important within the classroom. Transitions completed in a timely manner allow children to spend more of their time engaging in learning opportunities, as opposed to transitioning between them. This study aimed to teach children with developmental disabilities to transition independently, to and within the classroom. Two participants, aged six and eight, took part in the study. Transitions were taught using video self-modeling and picture prompts within an alternating treatment design. Additionally, the study aimed to compare the efficacy of the two methods. Once independent transitions were evident, the study aimed to investigate if they maintain when visual aids were removed. Results showed that for the participants in this study, video self-modeling was most effective at teaching independent transitions. Furthermore, independent transitions maintained once the video model was removed. The study concluded that participants learned to transition independently and transitions were most effectively taught using video self-modeling. This study added to the existing literature on transitions, as well as to the literature comparing video self-modeling to picture prompts. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264907207902091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Teaching Classroom Transitions to Students with Developmental Disabilities through Video Self-Modeling and Picture Prompts: A Comparison of two Procedures en
dc.type Thesis en
thesis.degree.discipline Psychology en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 623524 en
pubs.record-created-at-source-date 2017-04-27 en


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http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-sa/3.0/nz/

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