비디오 프롬프팅 중재가 지적장애학생의 작업수행능력에 미치는 영향

Abstract

The purpose of this study is to investigate how video prompting intervention could improve the occupational performance ability of students with intellectual disabilities. To achieve of this purpose, three students have been selected among intellectually disabled 33 students at T city, G province. And using multiple probe across participants, for 8 weeks, (2 or 3 times a week), 'inserting a plug into the socket' program with video prompting intervention has been carried out 28 times total. The results of this study is as follows: First of all, video prompting intervention has improved the occupational performance ability of individuals with intellectual disabilities. All of the target students have showed the improvement on task performance ability. Second, the effectiveness of video prompting has been stood up after the intervention completed. As mentioned above, video prompting intervention is an effective teaching method for improving occupational performance ability of individuals with intellectual disabilities. Thus, when the students are in situations where they need to resolve certain tasks by themselves, video prompting intervention could be an effective way to improve intellectually disabled students' occupational performance ability whose short-term memory and concentration are weak.