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Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students with High-Incidence Disabilities

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Title: Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students with High-Incidence Disabilities
Language: English
Authors: Tom J. Clees (ORCID 0000-0002-3391-1201), Elias Clinton
Source: Remedial and Special Education. 2026 47(3):181-193.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Grade 9
Junior High Schools
Middle Schools
Descriptors: Algebra, Mathematics Instruction, Students with Disabilities, Problem Solving, Equations (Mathematics), Tablet Computers, Computer Uses in Education, Prompting, Video Technology, Program Effectiveness, Attention Deficit Hyperactivity Disorder, Emotional Disturbances, Behavior Disorders, High School Students, Autism Spectrum Disorders, Grade 9
DOI: 10.1177/07419325241313342
ISSN: 0741-9325
1538-4756
Abstract: The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the algebraic equations. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. Dependent measures included the percentage of steps correct and the percentage of problems correct on novel problems during baseline, pre-VSP session probes, and maintenance and generalization probes. Three of four participants' data evidenced a functional relation between the VSP intervention and solving the targeted algebraic equations. Participants' skills maintained to varying degrees. In addition, participants' skills generalized to a similar but untaught equation type. Limitations and implications for future research and practice are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504332
Database: ERIC
FullText Text:
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  Data: Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students with High-Incidence Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Tom+J%2E+Clees%22">Tom J. Clees</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3391-1201">0000-0002-3391-1201</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elias+Clinton%22">Elias Clinton</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2026 47(3):181-193.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Equations+%28Mathematics%29%22">Equations (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Tablet+Computers%22">Tablet Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink>
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  Data: 10.1177/07419325241313342
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the algebraic equations. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. Dependent measures included the percentage of steps correct and the percentage of problems correct on novel problems during baseline, pre-VSP session probes, and maintenance and generalization probes. Three of four participants' data evidenced a functional relation between the VSP intervention and solving the targeted algebraic equations. Participants' skills maintained to varying degrees. In addition, participants' skills generalized to a similar but untaught equation type. Limitations and implications for future research and practice are discussed.
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  Data: As Provided
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1504332
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        Value: 10.1177/07419325241313342
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 181
    Subjects:
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Problem Solving
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      – SubjectFull: Equations (Mathematics)
        Type: general
      – SubjectFull: Tablet Computers
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      – SubjectFull: Computer Uses in Education
        Type: general
      – SubjectFull: Prompting
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      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Emotional Disturbances
        Type: general
      – SubjectFull: Behavior Disorders
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      – SubjectFull: High School Students
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      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Grade 9
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    Titles:
      – TitleFull: Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students with High-Incidence Disabilities
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            NameFull: Elias Clinton
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