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

Abstract

We assessed whether three adults with severe mental retardation would acquire a domestic skill (making coffee) with an embedded social skill (serving coffee to and sitting down beside a peer) via video modeling procedures. Training was conducted in a classroom in the participants' day treatment setting. The intervention consisted of (i) watching a video of an adult with a developmental disability making coffee and initiating a social interaction with a peer; and (ii) receiving verbal praise for each step of the task that was performed correctly. All three participants mastered the task and demonstrated generalization across settings, stimuli, and people. Two participants performed with 100% accuracy on maintenance probes conducted 1 month following mastery, and one participant did so following booster training.

Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills

“…Empirical research supports video modeling as an effective pedagogical procedure that may produce quick skill acquisition (Allen, Wallace, Renes, Bowen, & Burke, 2010;Bidwell & Rehfeldt, 2004). Further, video modeling has been used to teach a variety of different skills including daily living skills (Shipley-Benamou, Lutzker, & Taubman, 2002), task analyses (Bellini & Akullian, 2007), social skills (Apple, Billingsley, & Schwartz, 2005;Maione & Mirenda, 2006), and vocational skills in young adults with ASD (Kellems & Morningstar, 2012).…”

Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability

“…Video modeling has been shown to increase a variety of skills such as social skills (MacDonald, Clark, Garrigan, & Vangala, 2005), vocational skills (Kellems & Morningstar, 2012), play skills (Shipley-Benamou, Lutzker, & Taubman, 2002) and participation in the academic curriculum (Hart & Whalon, 2012). Video modeling has also been demonstrated to teach domestic skills such as coffee preparation (Bidwell & Rehfeldt, 2004), a major component of the restaurant. Video was taken using an iPad from the preparers' point of view for each step in the preparation of the menu items.…”

The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

“…It is an intervention which uses video modeling instead of live modeling for teaching a new behavior or changing an existing one; it is implemented by getting learners to watch all the steps of a target behavior from a video before being taught (Bellini, Akullian, & Hopf, 2007;Charlop-Christy, Le, & Freeman, 2000;Nikopoulos & Keenan, 2006;Sansosti & Powell-Smith, 2008). Coupled with technological advancements, much research has shown the widespread use of video modeling for teaching social skills (Akmanoğlu & Tekin-İftar 2011;Avcıoğlu, 2013;Bellini et al, 2007;Bidwell & Rehfeldt, 2004;Buggey, 2005;Charlop-Christy & Daneshvar, 2003;Charlop-Christy et al, 2000;D'Ateno, Mangiapanell, & Taylor, 2003;Emecen, 2008;Graetz, Mastropieri, & Scruggs, 2006;Kroeger, Schultz, & Newsom, 2007;Nikopoulos & Keenan, 2003;Olçay-Gül & Vuran, 2010). Examining the research in terms of participant characteristics, with the exception of three that had been conducted with individuals with intellectual disabilities (Avcıoğlu, 2013;Bidwell & Rehfeldt, 2004;Emecen, 2008), all were seen to be conducted with individuals with autism spectrum disorder (ASD) or Asperger's Syndrome.…”

“…Coupled with technological advancements, much research has shown the widespread use of video modeling for teaching social skills (Akmanoğlu & Tekin-İftar 2011;Avcıoğlu, 2013;Bellini et al, 2007;Bidwell & Rehfeldt, 2004;Buggey, 2005;Charlop-Christy & Daneshvar, 2003;Charlop-Christy et al, 2000;D'Ateno, Mangiapanell, & Taylor, 2003;Emecen, 2008;Graetz, Mastropieri, & Scruggs, 2006;Kroeger, Schultz, & Newsom, 2007;Nikopoulos & Keenan, 2003;Olçay-Gül & Vuran, 2010). Examining the research in terms of participant characteristics, with the exception of three that had been conducted with individuals with intellectual disabilities (Avcıoğlu, 2013;Bidwell & Rehfeldt, 2004;Emecen, 2008), all were seen to be conducted with individuals with autism spectrum disorder (ASD) or Asperger's Syndrome. Research studies have additionally been seen carried out with individuals between the ages of 3 and 15; only one research has been conducted with adults (Bidwell & Rehfeldt, 2004) and none have been conducted with individuals between the ages of 18 and 25, the age of emerging adulthood.…”

“…Examining the research in terms of participant characteristics, with the exception of three that had been conducted with individuals with intellectual disabilities (Avcıoğlu, 2013;Bidwell & Rehfeldt, 2004;Emecen, 2008), all were seen to be conducted with individuals with autism spectrum disorder (ASD) or Asperger's Syndrome. Research studies have additionally been seen carried out with individuals between the ages of 3 and 15; only one research has been conducted with adults (Bidwell & Rehfeldt, 2004) and none have been conducted with individuals between the ages of 18 and 25, the age of emerging adulthood. Moreover, when these studies were examined in terms of the characteristics of the model, typical models such as a familiar peer, familiar adult, non-familiar peer, non-familiar adult or self were seen to be used except for one research in which a model with a disability had been used (Bidwell & Rehfeldt, 2004).…”