Abstract:

This study aimed to investigate the effects of using video self-modeling with handheld devices on financial abilities of the students with intellectual disability in elementary schools. Three participants with intellectual disability placed in the special regular classes of an elementary school in Taichung City were selected in this study. The research method has used multiple probe design across-subjects designs. The independent variable was the video self- modeling teaching strategies and the dependent variable was the financial abilities of students. The study lasted for about thirteen weeks, three times of intervention or observation per week. The collected materials were analyzed through visual analysis and the C statistic.
　　
The results of this study were as follows:
1. The video self-modeling with handheld devices give rise to the financial abilities of the students with intellectual disability.
2. The video self-modeling with handheld devices maintain the financial abilities of the students with intellectual disability.
3. The video self-modeling with handheld devices has generation effects on the financial abilities of the students with intellectual disability.
　　
According to results, discussions and limitations of this study, as well as some suggestions for the teaching and further studies were made

Keywords:

Students with intellectual disability, Handheld device, Video self-modeling, Financial abilities.