Authors: Gulnoza Yakubova Teresa TaberDoughty
Publish Date: 2012/10/19
Volume: 43, Issue: 6, Pages: 1465-1472
Abstract
The effects of a multicomponent intervention a selfoperated video modeling and selfmonitoring delivered via an electronic interactive whiteboard IWB and a system of least prompts on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multiprobe across students design Students were taught to operate and view video modeling clips perform a chain of novel tasks and selfmonitor task performance using a SMART Board IWB Results support the effectiveness of a multicomponent intervention in improving students’ skill acquisition Results also highlight the use of this technology as a selfoperated and interactive device rather than a traditional teacheroperated device to enhance students’ active participation in learning
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