Video Modelling to Improve Hand Dexterity in Students with Learning Disabilities: Special Education Teachers' Perspectives

Abstract

Proficient hand dexterity (HD) may help students with learning disabilities (LDs) perform various hand tasks efficiently. Video modelling (VM) is a strategy that uses a model to improve desired skills. However, the limited study focuses on VM to improve HD among students with LDs. Therefore, this study explores VM implementation in the learning and teaching process to improve the HD of students with LDs. Five Special Education (SE) teachers who taught the Hand Manipulative Component lessons in two different states were purposefully selected and invited to participate in this study. A one-toone interview was conducted with individual SE teachers. The interview sessions were audio-recorded and transcribed verbatim, and the data was analysed through thematic analysis. Rigorous approaches were performed to ensure the findings' trustworthiness, such as triangulation, member checking, and an audit trail. Four key themes emerged: conventional learning and teaching methods, challenges faced by students with LDs in improving HD, and the advantages of implementing VM in learning and teaching to improve HD and develop a video module. This study suggests SE teachers can implement VM in their learning and teaching processes to improve the HD performance of students with LDs. This current study concludes that VM can be a supportive strategy in the teaching process to improve HD performance among students with LDs.

The use of video-based interventions to teach activity of daily living to children with autism spectrum disorder–scoping review

“…Within the context of ASD, children frequently demonstrate superior visual perception, enabling them to process visual information more rapidly than auditory stimuli [13]. Thus, visual information is a preferred learning strategy for this target group [14]. Video modelling interventions encompass various approaches, including video modeling (VM), video self-modeling (VSM), point-of-view modeling (POV), video prompting (VP), video feedback (VF), and computer-based video instruction (CBI) [15].…”

“…Video models also enable children with ASD to repeatedly perform behaviours accurately, facilitating learning of desired actions with minimal modifications [19]. Video modeling effectively influences behavior and skill acquisition across a spectrum of domains, including social interaction, perspective-taking, play, self-help tasks, and academics [14], [20], [21]. However, some argue that VBIs may be ineffective, especially for children who struggle with imitation [22], [23].…”