| This study compared the effectiveness and efficiency of two different procedures for fading video prompts. Using an adapted alternating treatments design, four participants were instructed in two different cleaning tasks using video prompts. These tasks were systematically faded from video prompts to video models or from video prompts to picture prompts. Results indicated that both methods of fading were effective for increasing the participants' level of correct, independent performance. However, all four participants scored somewhat higher on their posttests for the skill taught through the video modeling condition. Efficiency data related to cost benefit analyses for the four participants was split; however, the modeling condition was more efficient with regards to the amount of time to mastery criterion for three of the students. Students' preferences in relation to their performance and teachers' perspectives of video instruction are also discussed. |
