title: Teaching multi-step math skills to adults with disabilities via video prompting.
abstract: The purpose of this study was to evaluate the effectiveness of teaching multi-step math skills to nine adults with disabilities in an 18-21 post-high school transition program using a video prompting intervention package. The dependent variable was the percentage of steps completed correctly. The independent variable was the video prompting intervention, which involved several multi-step math calculation skills: (a) calculating a tip (15%), (b) calculating item unit prices, and (c) adjusting a recipe for more or fewer people. Results indicated a functional relationship between the video prompting interventions and prompting package and the percentage of steps completed correctly. 8 out of the 9 adults showed significant gains immediately after receiving the video prompting intervention.
authors: Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: rkellems@byu.edu.
authors: Ryan O
authors: RO
authors: Kellems
authors: Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: kaitlyn.frandsen@gmail.com.
authors: Kaitlyn
authors: K
authors: Frandsen
authors: Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: blake_hansen@byu.edu.
authors: Blake
authors: B
authors: Hansen
authors: Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: terisa_gabrielsen@byu.edu.
authors: Terisa
authors: T
authors: Gabrielsen
authors: Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: clarke.brynn@gmail.com.
authors: Brynn
authors: B
authors: Clarke
authors: Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: simons.kaleej@gmail.com.
authors: Kalee
authors: K
authors: Simons
authors: Department of Counseling Psychology & Special Education, Brigham Young University, Provo, UT, United States. Electronic address: kylelclements@gmail.com.
authors: Kyle
authors: K
authors: Clements
mesh_terms: D000293:Adolescent; D001321:Autistic Disorder / Q000534:rehabilitation*; D034201:Computers, Handheld; D003463:Cues; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D055317:Evidence-Based Practice; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D008433:Mathematics / Q000193:education*; D000067559:Specific Learning Disorder / Q000534:rehabilitation*; D014741:Video Recording; D055815:Young Adult
keywords: Adults; Common core; Disabilities; Math; Transition; Video modeling; Video prompting; iPad