Portal de Periódicos da CAPES

Teaching students with developmental disabilities to operate an iPod Touch® to listen to music

2011; Elsevier BV; Volume: 32; Issue: 6 Linguagem: Inglês

10.1016/j.ridd.2011.04.010

1873-3379

Debora M. Kagohara, Jeff Sigafoos, Donna Achmadi, Larah van der Meer, Mark F. O’Reilly, Giulio E. Lancioni,

Child Development and Digital Technology

We evaluated an intervention procedure for teaching three students with developmental disabilities to independently operate a portable multimedia device (i.e., an iPod Touch®) to listen to music. The intervention procedure included the use of video modeling, which was presented on the same iPod Touch® that the students were taught to operate to listen to music. Four phases (i.e., baseline, intervention, fading, and follow-up) were arranged in accordance with a delayed multiple-probe across participants design. During baseline, the students performed from 25 to 62.5% of the task analyzed steps correctly. With intervention, all three students correctly performed 80–100% of the steps and maintained this level of performance when video modeling was removed and during follow-up. The findings suggest that the video modeling procedure was effective for teaching the students to independently operate a portable multimedia device to access age-appropriate leisure content.