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Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings

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Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students’ IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed.

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Acknowledgments

Authors would like to thank the students, paraprofessionals, and teachers for their assistance with this project.

Author Contributions

VFK conceived of the presented idea and created measurement/data collection tools. EMK and MB collected data. VFK outlined the procedures and the unique contributions of the study (e.g., Table 2). VFK determined the analytical methods. VFK encouraged EMK to investigate the role of paraprofessionals, and supervised the findings of this work. All authors contributed to the results, writing, revisions, and the final manuscript.

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Author notes

  1. Melissa Brown

    Present address: Applied Psychology Counselor Education Program, University of Northern Colorado, Greeley, CO, USA

Authors and Affiliations

  1. Department of Special Education, Vanderbilt University, 110 Magnolia Circle, 302A OMC, Nashville, TN, 37203-5721, USA

    Victoria F. Knight

  2. Department of Special Education, Vanderbilt University, 110 Magnolia Circle, Nashville, TN, 37203-5721, USA

    Emily M. Kuntz

  3. Treatment and Research Institute for Autism Spectrum Disorders, Vanderbilt University, 110 Magnolia Circle, Nashville, TN, 37203, USA

    Melissa Brown

Authors
  1. Victoria F. Knight
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  2. Emily M. Kuntz
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Corresponding author

Correspondence to Victoria F. Knight.

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Conflict of interest

Victoria Knight, Emily Kuntz, and Melissa Brown declares that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This article does not contain any studies with animals performed by any of the authors.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Knight, V.F., Kuntz, E.M. & Brown, M. Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings. J Autism Dev Disord 48, 2203–2216 (2018). https://doi.org/10.1007/s10803-018-3476-2

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  • DOI: https://doi.org/10.1007/s10803-018-3476-2

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