Using Video Prompting to Teach Leisure Skills to Students With Significant Disabilities

Recreational activities are an important part of anyone’s quality of life, owing to the various benefits of participation (e.g., social, physical). For individuals with significant disabilities, engagement in leisure skills continues to be a low priority in many schools, which can adversely affect t...

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Bibliographic Details
Published in:Exceptional children 2016-07, Vol.82 (4), p.463-478
Main Authors: Cannella-Malone, Helen I., Miller, Olivia, Schaefer, John M., Jimenez, Eliseo D., Page, E. Justin, Sabielny, Linsey M.
Format: Article
Language:English
Subjects:
Adolescents
Autism
Disability
Disabled students
Down syndrome
Error Correction
Generalization
Instructional Effectiveness
Intervention
Job Skills
Learning
Leisure
Leisure Time
Maintenance
Methods
Microcephaly
Preferences
Pretests Posttests
Prompting
Psychological aspects
Self help
Severe Disabilities
Skill Development
Skills
Special education
Students
Study and teaching
Teaching
Teaching Methods
Video Technology
Young Adults
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Summary:Recreational activities are an important part of anyone’s quality of life, owing to the various benefits of participation (e.g., social, physical). For individuals with significant disabilities, engagement in leisure skills continues to be a low priority in many schools, which can adversely affect the level of school and community membership. This study used video prompting to teach leisure skills to 9 students with significant disabilities. Video prompting was effective with all but 1 student. In addition, to explore whether leisure skill acquisition would lead to shifts in preference, this study examined leisure skill preference at pre- and postacquisition. The authors found a dramatic shift in students’ preferences after they acquired new skills.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402915598778