Skip to Main Content
Frequently Asked Questions
Submit an ETD
Global Search Box
Need Help?
Keyword Search
Participating Institutions
Advanced Search
School Logo
Files
File List
Edited dissertation - embedded.pdf (1.41 MB)
ETD Abstract Container
Abstract Header
Can Direct Instruction and Video Modeling Increase the Literacy and Understanding of Self Determination in Students with Intellectual Disabilities?
Author Info
Kenyon, Cynthia L, Kenyon
ORCID® Identifier
http://orcid.org/0000-0002-3182-0074
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=kent153989321230474
Abstract Details
Year and Degree
2018, PHD, Kent State University, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences.
Abstract
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.
Committee
Lyle Barton (Advisor)
Pages
75 p.
Subject Headings
Special Education
Keywords
special education
;
self determination
;
literacy
;
video modeling
Recommended Citations
Refworks
EndNote
RIS
Mendeley
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)
Abstract Footer
Document number:
kent153989321230474
Download Count:
350
Copyright Info
© 2018, some rights reserved.
Can Direct Instruction and Video Modeling Increase the Literacy and Understanding of Self Determination in Students with Intellectual Disabilities? by Cynthia L Kenyon Kenyon is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Kent State University and OhioLINK.