Video Self-Modeling: A Job Skills Intervention with Individuals with Intellectual Disability in Employment Settings

Autor/inn/en	Goh, Ailsa E.; Bambara, Linda M.
Titel	Video Self-Modeling: A Job Skills Intervention with Individuals with Intellectual Disability in Employment Settings
Quelle	In: Education and Training in Autism and Developmental Disabilities, 48 (2013) 1, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Video Technology; Modeling (Psychology); Job Training; Teaching Methods; Instructional Effectiveness; Intervention; Adults; Mental Retardation; Feedback (Response); Drills (Practice); Supported Employment; Observation + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Berufsqualifizierender Bildungsgang; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Geistige Behinderung; Arbeitsförderungsmaßnahme; Beobachtung
Abstract	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. (As Provided).
Anmerkungen	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: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10