A comparison of self-directed video prompting and instructor-directed video prompting in terms of effectiveness and efficiancy

The study investigated the comparison of effectiveness and efficiency of self-directed video prompting and instructor-directed video prompting on teaching vocational skills to children with special needs. Additionally, the study investigated the views of individuals participated the study and the special education teachers about self-directed video prompting, instructor-directed video prompting and vocational skills. Thus, the social validity of study was presented. The participants were three individuals with intellectual disability, aged between 16-17 years. The researcher used adapted alternating treatments model in the study. The third behavior which was called control behavior measured continuously during baseline and intervention phases to control internal validity. Following the intervention phases, that behavior was taught with the best intervention method for each participant. Results showed that intructor-directed video prompting is more efficient than self-directed video prompting on teaching vocational skills to all participants. Results also showed that intructor-directed video prompting is more efficient on teaching vocational skills to all participants. The maintenance and generalization findings showed that there is no difference between two instruction method. Key words: Intellectual disability, Video prompting, Vocational skills, Technology based instruction