The Use of Video-Based Instruction to Promote Independent Performance of Physical Activity Skills in Students with Developmental Disabilities in a School and Community Setting

Autor/inn/en	Bassette, Laura; Titus-Dieringer, Shannon; Zoder-Martell, Kim; Cremeans, McKenzie
Titel	The Use of Video-Based Instruction to Promote Independent Performance of Physical Activity Skills in Students with Developmental Disabilities in a School and Community Setting
Quelle	In: Psychology in the Schools, 57 (2020) 9, S.1439-1456 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bassette, Laura) ORCID (Titus-Dieringer, Shannon) ORCID (Zoder-Martell, Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22414
Schlagwörter	Video Technology; Instructional Effectiveness; Skill Development; Students with Disabilities; Developmental Disabilities; School Psychologists; Adolescents; Autism; Pervasive Developmental Disorders; Moderate Intellectual Disability; Severe Intellectual Disability; Transfer of Training; Physical Activities; Adapted Physical Education + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Training; Transfer; Ausbildung
Abstract	School psychologists are well-positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well-being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who display various deficits in performing PA skills. Previous research suggests video-based instruction (VBI) effectively facilitated independence associated with PA skills in people with DD, however, additional research is warranted. The purpose of this study was to evaluate the degree a VBI impacted acquisition of skills in individuals with DD at school, and, subsequently, in a community setting. Multiple probe design was used to assess the effect of the intervention in four participants. The results indicate the intervention was effective in teaching three participants to perform the circuit in the school setting and transfer the skills to the community setting; however, maintenance was variable. Implications related to practice for school psychologists, teachers, and other practitioners, as well as, limitations and future research directions are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01