Continuous Video Modeling to Assist with Completion of Multi-Step Home Living Tasks by Young Adults with Moderate Intellectual Disability

Abstract

The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video prompting allows repetition of the video model (looping) as many times as needed while the user completes a task. CVM was evaluated using a multiple probe design across three cleaning tasks and replicated across three students. CVM alone was effective in promoting completion of tasks for two of the three students. Results suggest that CVM may be an effective instructional strategy for prompting task completion, however, further research is recommended regarding the types of tasks best suited for this video-based intervention.

Video-based interventions (VBI, Rayner, Denholm, & Sigafoos, 2009) produce favorable results in increasing skills and independence among persons with moderate intellectual disability and those with autism spectrum disorders. In the research literature, VBI has been used to address a wide range of functional skills including: obtaining assistance when lost in the community (