NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1016430
Record Type: Journal
Publication Date: 2013-Mar
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2154-1647
Video Self-Modeling: A Job Skills Intervention with Individuals with Intellectual Disability in Employment Settings
Goh, Ailsa E.; Bambara, Linda M.
Education and Training in Autism and Developmental Disabilities, v48 n1 p103-119 Mar 2013
The purpose of this study was to explore the effectiveness of video self-modeling (VSM) to teach chained job tasks to individuals with intellectual disability in community-based employment settings. Initial empirical evaluations have demonstrated that VSM when used in combination with other instructional strategies, are effective methods to teach chained tasks to individuals with intellectual disability. However, no study has investigated the effectiveness of VSM as a stand-alone intervention to teach chained tasks. In this study, the effectiveness of VSM alone to teach chained job tasks was first evaluated before the addition of other instructional strategies (i.e., instructor feedback and practice) to the VSM intervention package. Three adults with intellectual disability participated in this study. A within participant multiple probe design across targeted job tasks, replicated across the three participants, was used to evaluate the effectiveness of VSM in this study. All of the participants demonstrated increased task acquisition with the VSM intervention; however, the effectiveness of VSM alone, or in combination with feedback and practice, varied across participants and job tasks. Limitations of the study and implications for future research are discussed.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A