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Purpose: The purpose of this study was to compare the effects of interventions using five types of self-prompting on the performance of assembly tasks with complex working processes in middle school students with moderate intellectual disabilities. These self-prompting strategies included continuous video modeling, video prompting, picture and textual prompting, continuous video modeling+picture and textual prompting, and video prompting+picture and textual prompting. Method: The dependent variables of this study were five types of assembly tasks presented in Science Box No.1, which were confirmed to be relatively similar in the overall difficulty among the assembly tasks. This study verified the effectiveness of interventions using five types of self-prompting, by using the multi-element design. Results: The assembly tasks performance of 4 middle school students with moderate intellectual disabilities was improved, although there was a difference in the degree of each the self-prompting strategy. Also, as a result of comparing the effectiveness, we confirmed the highest effectiveness in video prompting+picture and textual prompting. Conclusion: Because the effectiveness of interventions may be somewhat different depending on the characteristics of participants and types of self-prompting strategies, we suggested that it is needed to consider these points appropriately.

The Comparison of Effects of Self-Prompting Strategies on Assembly Tasks Performance of Middle School Students with Moderate Intellectual Disabilities