Evaluation of video self‐modeling to teach firearm safety skills

Abstract

The purpose of this study was to evaluate the effects of video self‐modeling (VSM) for teaching gun safety skills to five children with developmental disabilities. In situ assessments were conducted across all phases. Following baseline, participants were filmed engaging in the safety skills and then viewed the video of their performance. If a participant did not engage in the safety skills following VSM, they participated in in situ training (IST). The results showed that one participant engaged in the safety skills after participating in filming, three participants engaged in the skills after viewing the self‐modeling video, and one participant engaged in the skills following IST. The results are consistent with research showing the effectiveness of VSM for teaching other skills to children with disabilities.