Skip to Main Content
 

Global Search Box

 
 
 
 

ETD Abstract Container

Abstract Header

Can Direct Instruction and Video Modeling Increase the Literacy and Understanding of Self Determination in Students with Intellectual Disabilities?

Kenyon, Cynthia L, Kenyon

Abstract Details

2018, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
The main purpose of this study was to develop and implement strategies to teach self-determination literacy to lay a strong foundation upon which a student could then advance skills. The current study examined the differences in pre- and posttest scores in literacy and understanding of self-determination skills in students with intellectual disabilities. The research question that guided the study was: Can direct instruction and video modeling increase the literacy and understanding of self-determination in students with intellectual disabilities? To assess the effects of the intervention, a quasi experimental design of pretest-posttest of the experimental group was used. According to the findings, the study found that the experimental group did not demonstrate a significant difference across literacy pre-and posttest scores. Likewise, there was not a significant difference when looking at the pre- and posttest scores related to individual skills of self-determination. Although the comparison between the pre- and posttest did not show significant change, a descriptive analysis of the literacy indicated that there was noticeable growth in student ability to define problem-solving, goal setting, self-regulation, and self-advocacy. When analyzing comparison of data of video pre- and posttest, there was significant change in participant usage of correct literacy to capture the skills of self awareness, approaching significance for self-efficacy, and no significant change for self-advocacy. A descriptive examination found that the remaining six skills of problem solving, choice making, decision-making, goal setting, self-regulation, and goal attainment showed a noteworthy percentage change in participant ability to reflect understanding of observations of skills used in the videos.
Lyle Barton (Advisor)
75 p.

Recommended Citations

Citations

  • Kenyon, Kenyon, C. L. (2018). Can Direct Instruction and Video Modeling Increase the Literacy and Understanding of Self Determination in Students with Intellectual Disabilities? [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent153989321230474

    APA Style (7th edition)

  • Kenyon, Kenyon, Cynthia. Can Direct Instruction and Video Modeling Increase the Literacy and Understanding of Self Determination in Students with Intellectual Disabilities? 2018. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent153989321230474.

    MLA Style (8th edition)

  • Kenyon, Kenyon, Cynthia. "Can Direct Instruction and Video Modeling Increase the Literacy and Understanding of Self Determination in Students with Intellectual Disabilities?" Doctoral dissertation, Kent State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153989321230474

    Chicago Manual of Style (17th edition)