Effectiveness of Video Prompting Delivered via Augmented Reality for Teaching Transition-Related Math Skills to Adults With Intellectual Disabilities
Ryan O. Kellems, Giulia Cacciatore, Blake D. Hansen, Christian V. Sabey, Heidi C. Bussey, Jared R. Morris
Abstract
The purpose of this study was to determine the effectiveness of a video-based instruction packet for teaching math-based vocational skills delivered through augmented reality (AR) to three adults with intellectual disabilities. The dependent variable was the percentage of steps performed correctly to solve each selected type of math problem. The independent variable was the video-based math intervention delivered via AR, which modeled the individual steps for solving three different multistep math problems: (1) adjusting a recipe to serve a different number of people, (2) calculating salary, and (3) calculating unit prices. Visual and statistical analyses demonstrated a functional relationship between the video-based math intervention and an increase in the percentage of steps completed correctly for each type of problem. All three participants showed significant gains immediately after receiving the intervention and maintained the learned skills following withdrawal of the intervention. Implications for practitioners and further research are discussed.