Date

Spring 2019

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

The Individuals with Disabilities Education Act IDEA (2004) ensures students with disabilities are given a fair opportunity to receive an education that prepares them for employment and independent living. Gainful employment is a top priority in special education as it increases the likelihood of a better quality of life for individuals with disabilities. Vocational skill building is a core mandate of IDEA (2004) and is a common focus for young adult transitional student's in the 18-22 year age range. Furthermore, students diagnosed with moderate to severe intellectual disabilities are at a greater disadvantage as they require more intensive and explicit training as compared to students with mild to moderate disability diagnosis. However, there is a lack of researched based vocational teaching strategies for this population. Research suggests that video prompting (VP) is effective in teaching students with moderate disabilities (Cannella-Malone et al., 2006). This study used a multiple baseline AB single case design with 4 participants with moderate to severe disabilities to measure the impact of VP on the vocational task of washing windows. Results determined VP to be an effective teaching strategy for 3 of 4 participants. The findings of this study can be used in the discussion of vocational skill instructional strategies for the moderate to severe population.

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