Education and Training in Developmental Disabilities - Division on ...

trials. N<strong>in</strong>th, determ<strong>in</strong>e the teacher’s role <strong>in</strong>
deliver<strong>in</strong>g consequences; the teacher can either
allow the student to self-correct after rew<strong>in</strong>d<strong>in</strong>g
the tape or the teacher can <strong>in</strong>tercede
to help the student correct the error. F<strong>in</strong>ally,
consider add<strong>in</strong>g nontargeted <strong>in</strong>formation to
the task (Fiscus et al., 2002; Jones & Coll<strong>in</strong>s,
1997) to <strong>in</strong>crease the efficiency of learn<strong>in</strong>g;
for example, students may learn to read words
<strong>and</strong> sentences from repeated exposure while
watch<strong>in</strong>g the videotape.
The <strong>in</strong>vestigation adds to the research literature
on <strong>in</strong>struction with video (e.g., Branham
et al., 1999; Norman et al., 2001; Poche et al.,
1988) because it focused on cook<strong>in</strong>g skills. In
addition, the teacher was less <strong>in</strong>volved <strong>in</strong> <strong>in</strong>struction
than <strong>in</strong> other <strong>in</strong>vestigations, s<strong>in</strong>ce
she rewound the videotape to show students
how to correct their own errors <strong>in</strong>stead of
physically <strong>in</strong>terven<strong>in</strong>g. Future research should
<strong>in</strong>clude replicat<strong>in</strong>g the study across other sett<strong>in</strong>gs
(e.g., community, home, employment)
<strong>and</strong> other across skills (e.g., domestic, vocational,
self-help, leisure). In addition, comparison
studies should compare video prompt<strong>in</strong>g
with CTD to video prompt<strong>in</strong>g with other response
prompt<strong>in</strong>g procedure (e.g., SLP, simultaneous
prompt<strong>in</strong>g), as well as cont<strong>in</strong>u<strong>in</strong>g
to <strong>in</strong>vestigate the stream<strong>in</strong>g of video on computers
to teach functional skills (Mechl<strong>in</strong>g et
al., 2002).
Video prompt<strong>in</strong>g can be a motivat<strong>in</strong>g procedure
for teach<strong>in</strong>g students new tasks. The
participants <strong>in</strong> this <strong>in</strong>vestigation appeared to
enjoy watch<strong>in</strong>g the videotapes as they cooked.
They often repeated the steps out loud with
the videotape <strong>and</strong> giggled when they completed
the step correctly with the model on
the videotape. It is possible that video prompt<strong>in</strong>g
could be successful <strong>in</strong> teach<strong>in</strong>g skills to
students with less teacher <strong>in</strong>volvement (e.g.,
hav<strong>in</strong>g students operate the remote control
themselves), free<strong>in</strong>g up more time for teachers
to deliver <strong>in</strong>struction to other students <strong>in</strong>
the class. Also, video prompt<strong>in</strong>g can provide a
permanent model for the students that can be
used across sett<strong>in</strong>gs. For example, as <strong>in</strong> the
present <strong>in</strong>vestigation, video prompt<strong>in</strong>g could
be used to provide a video cookbook for each
student to enhance both generalization <strong>and</strong>
ma<strong>in</strong>tenance.
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