Using video modeling via handheld computers to improve geometry skills for high school students with learning disabilities
Jun 27, 2013, 16:31 PM
Cihak D. F., & Bowlin, T. (2009). Using video modeling via handheld computers to improve geometry skills for high school students with learning disabilities. Journal of Special Education Technology, 24(4), 1729.
Characteristics
 Three high school students with learning disabilities in the area of math participated in the study.
 This study examined the effectiveness of using teachercreated video clips of basic geometry skills on handheld computers to improve the geometry skills of students with learning disabilities.

The students’ teacher created 9 stepbystep video clips of how to: (1) find the perimeter of squares and rectangles, (2) find the perimeter of triangles and trapezoids, and (3) find the perimeter of polygons with missing information.  The video clips were transferred to a Toshiba Pocket PC for student use.
Setting
 Participants used the computer at home to complete homework assignments and received training on using the device and completed quizzes at school.
Method
 During the baseline phase, students were given a 10problem quiz covering the 3 skills outlined in the video clips, which was administered until they achieved a stable baseline over the course of at least 5 sessions.
 During the intervention phase, students were first given the handheld computer with the video clips relating to finding the perimeter of squares and rectangles.

Students took the handheld computers home and were asked to complete a 10problem homework assignment referencing the video clips as needed.  If they scored 100% on the homework problems, they took a 10problem quiz at school the following day; if they made less than 100%, they were instructed to repeat the homework and review the video clips until they were able to accurately complete the assignment.
 Once students successfully completed the homework and quiz on squares and rectangles, they followed the same procedure for completing the perimeter of triangles and trapezoids homework and quiz and then the homework and quiz for finding the perimeter of other polygons.
 Followup probes examining their use of all three acquired skills were administered 6 weeks after participants completed the intervention process.
 In addition, the participating teacher and students were interviewed at the conclusion of the study in order to gather information regarding their opinions on the technique.
Results
 All students demonstrated an improved ability to use geometry problem solving skills, and the newlyacquired skills were maintained six weeks after the intervention was completed.
 This study provides additional support for the efficacy of using computerassisted instruction in order to increase the skills of students with learning disabilities, and extends previous findings by demonstrating the effectiveness of using video modeling via handheld devices with students with math disabilities.
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