Objective: To evaluate the effectiveness of an iPad as a prompting device for teaching how to clean the back porch to young adults with disabilities.
Settings and Materials
Settings
Two apartments in a living facility
Materials
iPad, task analysis, duster, cloth, watering can, broom
Content Taught
Using a task analysis, students will be taught how to properly clean the back porch.
Teaching Procedures
- Create a video using a video model to show the steps for cleaning the back porch task on an iPad (see Kellems et al., 2016 below).
- Use the iPad video to teach each step of the task analysis.
- Prompt students to turn on the iPad and watch the corresponding video (e.g., cleaning back porch).
- Allow students to choose whether they would like to watch a video for all steps or just the steps they need extra support learning.
- Guide students to complete the steps in the task analysis to ensure the home maintenance task is complete.
- If the student does not begin the step within 5 seconds of viewing the video, verbally prompt the student to “do what they had viewed in the video.”
Task Analysis: Cleaning Back Porch
- Get supplies
- Dust around outside door
- Stack chairs
- Wipe off table
- Wash sliding door
- Water plant box
- Dust plant stand
- Sweep patio
Evaluation
Students performance is evaluated by calculating a percentage of the steps the student completed independently. A step is considered completed independently if the student began the task within 5 seconds and completed it correctly. If a student scores 80% for three consecutive sessions they can move on to the next home maintenance skill.
Lesson Starter Based On:
Kellems, R. O., Rickard, T. H., Okray, D. A., Sauer-Sagiv, L., & Washburn, B. (2018). iPad® video prompting to teach young adults with disabilities independent living skills: A maintenance study. Career Development and Transition for Exceptional Individuals, 41(3), 175–184. https://doi.org/10.1177/2165143417719078
For Developing a Video Model:
Kellems, R. O., Mourra, K., Morgan, R. L., Riesen, T., Glasgow, M., & Huddleston, R. (2016). Video modeling and prompting in practice: Teaching cooking skills. Career Development and Transition for Exceptional Individuals, 39(3), 185-190. https://doi.org/10.1177/2165143416651718
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