Using iPad tablets for self-modeling with preschoolers: Videos versus photos.
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| Title: | Using iPad tablets for self-modeling with preschoolers: Videos versus photos. |
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| Authors: | McCoy, Dacia M., Morrison, Julie Q., Barnett, Dave W., Kalra, Hilary D., Donovan, Lauren K. |
| Source: | Psychology in the Schools. Sep2017, Vol. 54 Issue 8, p821-836. 16p. 1 Chart, 2 Graphs. |
| Subjects: | iPads, Educational technology, Preschool education, Student engagement, Baseline assessment (Education) |
| Abstract: | As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self-modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off-task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self-video and photos prior to circle time. A child preference phase was conducted whereby each child self-selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off-task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self-modeling condition. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self-modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off-task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self-video and photos prior to circle time. A child preference phase was conducted whereby each child self-selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off-task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self-modeling condition. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00333085 |
| DOI: | 10.1002/pits.22031 |
