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A Comparison of Static Picture Prompting and Video Prompting Simulation Strategies Using Group Instructional Procedures

Department of Theory and Practice in Teacher Education at the University of Tennessee, dcihak{at}utk.edu

Paul A. Alberto

Georgia State University

Teresa Taber-Doughty

Purdue University

Robert I. Gama

Gwinnett County Public Schools

Two groups of three students with moderate mental retardation were instructed using group procedures to compare static picture and video prompting simulation strategies. An alternating treatments design was used to compare individual student task acquisition and maintenance performances of purchasing and banking skills. The results indicated that these two strategies were equally effective and efficient. Individual differences suggest that simulation strategy materials benefit student learning by displaying relevant stimuli for a stationary period time during presentation.

Focus on Autism and Other Developmental Disabilities, Vol. 21, No. 2, 89-99 (2006)
DOI: 10.1177/10883576060210020601


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