Using an Instructional Package Including Video Technology to Teach Self-Help Skills to Elementary Students with Mental Disabilities

Abstract

This study investigated the effectiveness of a treatment package that included video technology (e.g., video modeling and video prompting) to teach three self-help skills (e.g., cleaning sunglasses, putting on a wrist watch, and zipping a jacket) to 3 elementary school students with mental disabilities in a small group setting. Using a constant time delay (CTD) procedure, observers measured the percentage of steps of the task analyses performed correctly before and after a video model prompt. A multiple probe design across behaviors, replicated across participants, demonstrated experimental control. The results indicate that an instructional package that includes video technology can be an effective method for teaching self-help skills to students with mental disabilities.

Electronic Screen Media for Persons with Autism Spectrum Disorders: Results of a Survey

“…Their motivation to interact with ESM, combined with their observed imitative behaviors, suggest that concept development and educational skills could be taught using preferred components of media that excite children with ASD. Furthermore, the growing body of literature showing improved skill acquisition and behavior following media exposure during video modeling encounters supports the need to examine, refine and improve media as a learning tool (Norman et al 2001;LeBlanc et al 2003;Corbett 2003).…”

Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation

“…Second, while a number of studies have demonstrated the generalization of skills established via video modeling across settings, stimuli, or people (e.g. Lasater & Brady, 1995;Norman et al, 2001;Rehfeldt et al, 2003), few have shown generalization across all three. This is an outcome that is often especially difficult to achieve all at one time in persons with severe developmental disabilities.…”

Teaching a simple meal preparation skill to adults with moderate and severe mental retardation using video modeling

“…Video modeling can be defined as the presentation of a videotape of a model completing a total chained task that participants are required to view at the beginning of each training session (LeGrice & Blampied, 1994). A variety of skills have been taught to individuals with developmental disabilities using video modeling procedures, including conversation skills (Charlop & Milstein, 1989;Taylor, Levin, & Jasper, 1999;Wert & Neisworth, 2003), self-help or daily living skills (Lasater & Brady, 1995;Norman, Collins, & Schuster, 2001;ShipleyBenamou, Lutzker, & Taubman, 2002), complex play sequences (D'Ateno, Mangiapanello, & Taylor, 2003), and perspective taking (Charlop-Christy & Daneshvar, 2003). Importantly, skills established by video modeling appear to generalize and be maintained as well.…”

“…In some studies, an adult or child without a disability is shown as the model (e.g., Charlop & Milstein, 1989;Charlop-Christy & Daneshvar, 2003;D'Ateno et al, 2003;Taylor et al, 1999), while in other studies the performance of the skill is shown from the perspective of the learner (e.g., Norman et al, 2001;Shipley-Benamou et al, 2002). The procedure is also used with the learner himself or herself serving as the model (Lasater & Brady, 1995;Sherer et al, 2001;Wert & Neisworth, 2003).…”