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Video Modeling Vs. Video Prompting With Task Analysis: Which One Do Students With Id Respond Better To?, Patricia Still
Video Modeling Vs. Video Prompting With Task Analysis: Which One Do Students With Id Respond Better To?, Patricia Still
Honors Theses
Video modeling and video prompting have been used throughout the history of education. Video modeling is used to demonstrate the target skill to the student and have the student model the skill. Video prompting is used to show the student a certain portion of the target skill and have them perform the target skill after all video prompts are viewed. Students with an intellectual disability have shown progress when educators have used either method. Within the current research for the comparison for video modeling and video prompting, there has been only one study utilizing a task analysis. This research study …
Teacher Work Sample: Telling Time, Courtney R. Hallam
Teacher Work Sample: Telling Time, Courtney R. Hallam
Honors Theses
Three local elementary students were identified as performing below grade-level and receiving special education services, using direct instruction with a scripted program. The students cannot tell time using classroom clocks. The teacher created a five-day unit to teach telling time to the nearest hour and half-hour. Lesson plans were created and implemented using evidence-based practices (EBPs), including explicit instruction, modeling, and response cards. Students were able to successfully complete formative and summative assessments with scores indicating mastery. Implications and suggestions for future teaching are presented.