Video Modeling of Cooperative Discussion Group Behaviors with Students with Learning Disabilities in a Secondary Content-Area Classroom

Abstract

Peer-mediated instructional strategies such as cooperative learning are commonly used in general education classrooms in secondary schools; however, students with disabilities often lack the group interaction and discussion skills necessary to fully benefit from evidence-based interventions. The present study used a multiple baseline across participants design to evaluate the use of video modeling to promote the cooperative behaviors and higher level discussion skills of high school students with learning disabilities participating in a Numbered Heads Together (NHT) group discussion strategy in a secondary social studies class. Results indicate that the simple technological intervention of video modeling effectively and efficiently promoted the use of group social skills and discussion skills among students with learning problems who experience difficulty with peer-mediated instructional strategies in secondary content-area classes.

Using video modeling to improve the social communication of an adolescent with autism spectrum disorder

“…When students walk in the school door, there are immediate social expectations for greeting peers and teachers verbally and/or nonverbally paired with an expectation that greetings and responses will differ based on factors like authority, relationship, shared experiences, and interests. In the classroom, teachers expect students to answer questions, volunteer responses, contribute to class discussions, and to participate in solving problems in collaborative small groups or partners (O'Brien & Wood, 2011;O'Brien & Dieker, 2008). Teachers expect that students can read verbal and nonverbal cues to pay attention or to get back on task.…”