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.

中文翻译：

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使用视点视频自我提示向高发生率残疾的中学生教授代数


本研究评估了通过 iPad 提供旁白的视角视频自我提示 （VSP） 在教授四名高发生率残疾的中学生解决需要使用分配属性的代数方程方面的有效性。参与者被教导独立使用 iPad 自行提供解决代数方程所需的 30 个步骤中每个步骤的视频提示。使用跨参与者设计的多个探针来评估干预的有效性。相关度量包括基线、VSP 会话前探测以及维护和泛化探测期间新问题的正确步骤百分比和问题正确百分比。四名参与者的数据中有三名证明了 VSP 干预与解决目标代数方程之间的功能关系。参与者的技能保持了不同程度。此外，参与者的技能推广到相似但未教授的方程类型。讨论了对未来研究和实践的局限性和影响。