Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Human Development
Committee Chair/Advisor
Dr. Joseph Ryan
Committee Member
Dr. Kristina Randall
Committee Member
Dr. Antonis Katsiaynnis
Committee Member
Dr. Elias Clinton
Abstract
Individuals with intellectual and developmental disabilities present deficits in both intellectual functioning and adaptive behavior, which can limit an individual’s ability to function independently. Given the different levels of intellectual functioning and adaptive skills, individuals with moderate intellectual disabilities require a level of support in daily situations and environments. However, individuals with severe to profound intellectual disabilities require the most extensive amount of support in daily skills. Research demonstrates that the use of video-based instruction is an effective tool in increasing social skills among individuals with intellectual disabilities. Additionally, conclusions derived from the current review of literature identified gaps in research that will drive future research in the field of video-based instructional strategies. This single case multiple probe design study investigated the efficacy of a task analysis app with video prompting to increase social greeting skills for individuals with moderate to severe intellectual disabilities. Results from this research concluded a large and strong effect with positive social validity outcomes for all participants. Limitations and directions for future research are specified.
Recommended Citation
Hurley, Zachary, "Use of a Task Analysis Application with Video-Prompting to Increase Social Skills for Individuals with Moderate to Severe Intellectual Disabilities" (2026). All Dissertations. 4349.
https://open.clemson.edu/all_dissertations/4349