Preferred Name

Jessica Hiter

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Date of Graduation

5-6-2021

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Department of Graduate Psychology

Advisor(s)

Dan Holt, Ph.D.

Trevor Stokes, Ph.D.

Sara Snyder, Ph.D.

Abstract

According to the Brain Injury Association of America (2020), more than 3.5 million experience acquired brain injuries (ABI) every year in the United States. With improving medical treatment, more individuals are surviving ABI; however, many rehabilitation facilities focus on the physical abilities of the individual rather than regaining independence in daily living skills. Video models have been used with success to teach daily living skills to individuals with developmental and intellectual disabilities, however, little research exists on the use of different types of video models to teach those skills to individuals with traumatic brain injury. The purpose of the present study is to assess the effects of video prompting in completion of activities of daily living (ADLs) to individuals with traumatic brain injury. This study used a multiple baseline across tasks with probes design. The primary researcher created video prompts for four ADLs for the participant to view. The participant viewed the video prompt for each step or set of steps in a task analysis for the ADL and attempted to complete the step. No feedback was provided to the participant during completion of the ADL. Data was collected remotely using a task analysis and videotapes of the participant completing the task.

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