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Continuous Video Modeling to Prompt Completion of Multi-Component Tasks by Adults with Moderate Intellectual Disability

2014; Volume: 49; Issue: 1 Linguagem: Inglês

2154-1647

Linda C. Mechling, Kevin M. Ayres, Kaitlin Purrazzella, Kimberly Purrazzella,

Cognitive and developmental aspects of mathematical skills

This investigation examined the ability of four adults with moderate intellectual disability to complete multi-component tasks using continuous video modeling. Continuous video modeling, which is a newly researched application of video modeling, presents video in a “looping” format which automatically repeats playing of the video while the individual completes a task. Four adult males, ages 29 to 35 years, with a diagnosis of Down syndrome and moderate intellectual disability, were participants in the study. A multiple probe design across three sets of multi-component tasks (folding multiple sizes of towels; sorting an assortment of recycling materials; preparing a buffet table with multiple serving stations) was used to evaluate the effectiveness of continuous video modeling. Overall results suggest that this newly explored method for presenting video models was an effective presentation mode for three of the four participants and for one participant when completing two of three tasks. In their quest for effective teaching strategies that promote increased skills and independent functioning for persons with moderate intellectual disability and autism spectrum disorders, researchers and special educators have allocated considerable attention to the use of video modeling (VM) (Ayres & Langone, 2005; Delano, 2007; McCoy & Hermansen, 2007; Mechling, 2005; Shukla-Mehta, Miller, & Callahan, 2010). Video modeling procedures require viewing a task on a screen in its entirety followed by imitation of the behavior viewed. Video modeling has been demonstrated to be effective with a range of multi-step tasks including: wearing a mascot costume and entertaining customers at a retail store (Allen, Wallace, Renes, Bowen, & Burke, 2010); using an iPod (Hammond, Whatley, Ayres, & Gast, 2010); rolling, sorting and sanitizing silverware within a restaurant setting (Van Laarhoven, Van Laarhoven-Myers, & Zurita, 2007); folding clothing, sandwich making, and juice making (Murzynski & Bourret, 2007); and pet care, table setting, and preparing letters for mailing (Shipley-Benamou, Lutzker, & Taubman, 2002). While video modeling requires the stoppage of the video followed by performance of the task, a similar procedure, termed simultaneous video modeling (SVM) requires the person to simultaneously complete the task while the video is playing (Sancho, Sidener, Reeve, & Sidener, 2010). To date, four studies were identified which evaluated SVM and two of those studies compared the effects of SVM with VM. Taber-Doughty, Patton, and Brennan (2008) compared delayed video modeling on a computer (watching a video model 1 hr 5 min to 1 hr 35 min prior to beginning The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Correspondence concerning this article should be addressed to Linda C. Mechling, University of North Carolina Wilmington, Department of Early Childhood and Special Education, 601 S. College Rd., Wilmington, NC 28403. E-mail: mechlingl@uncw. edu Education and Training in Autism and Developmental Disabilities, 2014, 49(1), 3–16 © Division on Autism and Developmental Disabilities Continuous Video Modeling / 3 the task) and SVM viewed on a video iPod. The two procedures were used to assist students with using a public library computer to locate book call numbers in order to locate books and DVDs and using the Dewey Decimal Classification System. Both systems were effective however; when the learners stated their most preferred modeling system, it was found that the preferred systems were more effective for two of the three participants. In a second comparison study, Sancho et al. (2010) found no difference in performance for one student with a diagnosis of autism when using VM compared to SVM while finding SVM more effective for a second student with a diagnosis of autism in terms of acquisition of play skills. The other two studies strictly evaluated the use of SVM to teach skills to students with a diagnosis of autism. Blum-Dimaya, Reeve, Reeve, and Hoch (2010) used SVM to teach manipulation of the video game Guitar Hero II to four students with Autism Spectrum Disorders (ASD) and found that each student learned to play songs and to generalize playing the game to a song and setting not used during training. The fourth study identified in the literature was a case study (Kinney, Vedora, & Stromer, 2003) in which one student diagnosed with autism wrote spelling words while simultaneously viewing a video model of her teacher writing the target words. Using a very similar method, the current study used and termed the procedure continuous video modeling (CVM). CVM differs from SVM in that the video does not stop playing after one complete model, but instead continues to play (loop) back through the model over and over until the user completes the task. The effects of video prompting and video modeling may each have limits based on learner characteristics and the delivery format. With video prompting, the natural sequence of task completion is interrupted by the stop and start of the prompt and step completion. Further, in many cases, as task completion progresses over time, students no longer need the same amount of prompting of steps which may slow task completion. Video modeling, on the other hand, allows for a much more fluid performance of a task but places demands on the learner’s ability to recall all steps depicted in the video. The current study was the first to investigate the use of CVM and did so with four adults with moderate intellectual disability completing complex tasks which were referred to as multi-component tasks. These tasks required participants to complete a task (e.g., folding a large towel) with multiple steps (i.e., 5 steps), multiple times (5 large towels), and across multiple towel sizes (3 sizes, 15 total towels). Participants completed these multi-component tasks (recycling, setting up a buffet table, and folding towels) while the video model continued to play (looping). The current study differed from three of the four studies identified using SVM and both of the studies comparing SVM and VM, in that all prompting for task completion was provided by the video in order to evaluate the isolated effects of video models as the controlling prompt during simultaneous prompting. In the SVM studies, instructors also provided prompts when student errors occurred while the video was playing (supplementary instruction). In the current study, the only prompts provided by the instructor were attentional in nature to direct students to view the video model if an error occurred or to redirect them if they failed to attend to the video model. The primary research question was: Will continuous video modeling (CVM) be effective in prompting adults with moderate intellectual disability to complete multi-component tasks.