Teaching multi-step math skills to adults with disabilities via video prompting

Ryan O Kellems; Kaitlyn Frandsen; Blake Hansen; Terisa Gabrielsen; Brynn Clarke; Kalee Simons; Kyle Clements

doi:10.1016/j.ridd.2016.08.013

Teaching multi-step math skills to adults with disabilities via video prompting

Res Dev Disabil. 2016 Nov:58:31-44. doi: 10.1016/j.ridd.2016.08.013. Epub 2016 Aug 30.

Authors

Ryan O Kellems¹, Kaitlyn Frandsen², Blake Hansen³, Terisa Gabrielsen⁴, Brynn Clarke⁵, Kalee Simons⁶, Kyle Clements⁷

Affiliations

¹ Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: rkellems@byu.edu.
² Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: kaitlyn.frandsen@gmail.com.
³ Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: blake_hansen@byu.edu.
⁴ Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: terisa_gabrielsen@byu.edu.
⁵ Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: clarke.brynn@gmail.com.
⁶ Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: simons.kaleej@gmail.com.
⁷ Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: kylelclements@gmail.com.

PMID: 27589151
DOI: 10.1016/j.ridd.2016.08.013

Abstract

The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to nine adults with disabilities in an 18-21 post-high school transition program using a video prompting intervention package. The dependent variable was the percentage of steps completed correctly. The independent variable was the video prompting intervention, which involved several multi-step math calculation skills: (a) calculating a tip (15%), (b) calculating item unit prices, and (c) adjusting a recipe for more or fewer people. Results indicated a functional relationship between the video prompting interventions and prompting package and the percentage of steps completed correctly. 8 out of the 9 adults showed significant gains immediately after receiving the video prompting intervention.

Keywords: Adults; Common core; Disabilities; Math; Transition; Video modeling; Video prompting; iPad.

MeSH terms

Adolescent
Autistic Disorder / rehabilitation*
Computers, Handheld
Cues*
Education of Persons with Intellectual Disabilities / methods*
Evidence-Based Practice
Female
Humans
Intellectual Disability / rehabilitation*
Male
Mathematics / education*
Specific Learning Disorder / rehabilitation*
Video Recording
Young Adult