Evaluating the Effects of a Point-of-View Video Prompt Intervention on the Completion of Science Experiments with an Individual with Autism Spectrum Disorder and an Individual with Intellectual Disability.

摘要

Students with disabilities are spending increasingly more time included in general education classes in public schools. One class students with disabilities are often included in is science. However, student with disabilities tend to require increased assistance from the teacher, a peer, or a paraprofessional to actively participate in the class. Very little research has been done to evaluate the effects of interventions that can be used to promote independence and encourage learning in inclusive science classes. The current study was designed to evaluate the effects of point-of-view video prompt intervention on the completion of science laboratory experiments with two individuals with disabilities. The results of the study indicated that when the participants received a more traditional, verbal delivery of the instructions, they required a higher degree of support from the instructor. However, when the intervention was in place the participants were able to complete the science experiments more independently and with less prompting from the instructor. Social validity was assessed at the conclusion of the study and both participants reported to like using the intervention to conduct science experiments.