Use of Video Modeling to Teach Adolescents with an Intellectual Disability to Film Their Own Video Prompts

Abstract

Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to film their own video prompts which could then be used for self-instruction. Results indicated that three out of four participants acquired the filming behavior and generalized it to a novel setting with a novel model revealing potential for use in video based self-instruction. However, quality of the video (i.e., percentage in-frame) varied across these participants and may impinge upon their ability to learn skills from the video. Implications for practitioners to teach individuals with an intellectual disability to prepare their own self-prompts and carry out self-instruction are discussed.