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Teaching Addition To Students With Moderate Disabilities Using Video Prompting, Scott A. Dueker, Helen I. Cannella-Malone

The Journal of Special Education Apprenticeship

Academic performance for students with moderate to severe disabilities falls far behind their typically developing peers and puts them at risk for continued dependence after school ends. Video prompting is an evidence-based practice that has been used to teach various non-academic skills; however, few studies have focused on using video prompting to teach academic skills other than reading. This study used a delayed multiple baseline across students design to evaluate the use of video prompting to teach single- and double-digit addition to three students with moderate disabilities. Results indicated that all three students improved their accurate completion of addition problems …