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 |
| 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 |
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