Teaching Children with Intellectual Disabilities through Video Prompting: Smartphone vs. Tablet

Abstract

The study aims to determinewhether video prompting differs when provided on smartphone compared withtablet in terms of effectiveness and efficiency in teaching leisure skills tochildren with intellectual disabilities, which types of errors exhibited by participantsand the opinions of the mothers on the social validity of the study. Fourchildren with intellectual disabilities, aged 66-81 months participated in thestudy. An adapted alternating treatments design show that video prompting waseffective on both video prompting provided via smartphone and tablet onteaching leisure skills, however video prompting presented through thesmartphone was more effective than video prompting presented through tablet.There was no significant difference between the efficiency of VP provided onthe smartphone and tablet in terms of number of sessions and errors; however,VP provided on the tablet was slightly more efficient in terms of totaltraining time. In addition, the most common errors in probe sessions were sequenceand duration errors, and the opinions of the participants’ mothers regardingthe social validity of the study were positive. Implications for futureresearch are discussed.