The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Abstract

iii Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent (2015) showed that poor adaptive behavior in individuals with ASD was the strongest predictor of unemployment, social isolation, depression, and lower overall quality of life in adulthood. THE EFFECTS OF TWO VIDEO MODELING INTERVENTIONS ON THE INDEPENDENT LIVING SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITYFinally, Taylor and Mailick (2013) found that, over a 10-year period, the educational and vocational activities of individuals with ASD between the ages of 18 and 52 remained at a staggering halt or demonstrated a steady downward trend. More importantly, the authors found a strong correlation between poor independent living skills and a decline in participation of educational and vocational activities (Taylor & Mailick, 2013).Evidence emphasizes the fact that adaptive and independent living skills strongly predict independent living outcomes for adults with disabilities such as ASD and ID. Findings speak to the importance of addressing adaptive behavior and independent living skills in children and adolescents with ASD and ID to better prepare them for the unavoidable transition to adulthood. Improving independent living skills not only benefits individuals with disabilities but also their families.When it comes to best practices for instructing students with ASD and ID, the importance of using systematic instruction cannot be overstated. Systematic instruction is a set of evidence- 4 A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al., 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes ...

Teacher and Video Modeling: A Survey of Use and Perspectives

“…Such responses point to common misunderstandings of the VM intervention and further highlight the need for more training on the various ways of implementing VM. For example, (a) Van Laarhoven, Zurita, Johnson, Grider, and Grider (2009) and Wynkoop, Robertson, & Schwartz, (2018) found VM was effective in improving skills of students with IQ scores as low as 30. Also, (b) teachers do not always have to serve as models in VM; other adults, peers, and the target students themselves can serve as models.…”

“…Additionally, very little is known regarding teacher beliefs about the intervention. The lead author recently conducted a thorough review of the literature including a key word search of three electronic databases: a review of all titles and abstracts when necessary (N ¼ 2,236), ancestral searches of key studies (n ¼ 10), a review of 12 pertinent literature reviews, and a hand search of four relevant journals (Wynkoop, Wissinger, & Van Horn, 2019). We did not identify any studies that directly address our research interests.…”

Employing Video Modeling Strategy for Teaching Clothing Skills for Students with Multiple Disabilities

“…Susilowati et al (2018) ing dressing skills among students with intellectual disabilities. Wynkoop et al (2017), moreover, investigated the impact of two video modeling interventions and a third non-video-based intervention on enabling four autistic and students with intellectual disabilities to practice their living skills, such as cleaning, preparing food, and laundering clothes independently. To this end, an adapted alternating treatment design was used to investigate the comparative impacts of video modeling, along with promoting and reinforcement, continuous video modeling, along with prompting and reinforcement, and prompting and reinforcement.…”

“…However, the majority of people with multiple disabilities experience difficulties in performing daily living skills independently, such as cleaning, cooking, self-care, and managing personal finances, that hinder their ability to live without getting support from others (Bridges et al, 2019). To address this problem, several studies (Wynkoop et al, 2017;AL-Salahat, 2016) indicated that teaching independent life skills, such as cleaning, preparing food, laundering clothes, and preparing sandwiches, to students with multiple disabilities enhances their autonomy, self-reliance, and reduces some of the required time and effort for providing direct care for them.…”

Intervensi Guru dalam Mengajarkan Daily Living Skills pada Anak Down Syndrome

“…Hal tersebut ditunjukkan karena adanya keterlambatan dalam melakukan aktivitas dibandingkan dengan anak normal. Selain itu, anak down syndrome memiliki hambatan dalam mengembangkan kemampuan mandiri dalam dirinya, hal ini sangat memprihatinkan karena jika anak tidak diberikan intervensi yang tepat maka dapat mengakibatkan anak memiliki sifat ketergantungan terhadap orang yang lebih dewasa (Wynkoop et al, 2017) Sehingga, hal tersebut yang menjadikan anak down syndrome lebih sulit untuk ditangani (Lee et al, 2019).…”