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Teaching Students with Developmental Disabilities to Sequence Academic Content Using Video Modeling and Constant Time Delay Via an iPad Application
Imported from ProQuest Kroesch_ilstu_0092E_11263.pdf
This multiple probe across behaviors design study evaluated the effectiveness of using a video model and constant time delay procedures to teach two high school students to sequence American history/civics topics. Students received their intervention probes from their special education co-taught classroom teacher and the primary researcher. Topics presented to the student were the same topics students learned within their co-taught academic class. As a secondary measure, students verbalized the sequences. Visual analysis indicated a functional relation between the use of video model and constant time delay for one student, while the other student met criteria for all three topics with variable baseline. Limitations and implication for practice are discussed.