What is the practice?
Video modeling is a form of video response prompting. Response prompting is defined as stimuli that later function as extra cues and reminders for desired behavior (Cooper et al., 2007). Video modeling includes watching recorded videos of oneself or others modeling ideal behavior (Bellini & Akullian, 2007). Video prompting is similar to video modeling in that it teaches a skill through video segments. In video prompting, students watch a segment, do the step in the task that segment showed, then watch another segment, and so on with feedback given at varying intervals depending on the needs of the students and the protocol being following (Hayes et al., 2015). This practice implemented teaching home maintenance skills using video modeling with embedded prompting strategies.
In the studies used to establish the evidence base for using video modeling to teach home maintenance skills, the videos were shown via:
- Digital Versatile Disc (DVD) player (Mechling et al., 2009; Mechling & Gustafon, 2009; Mechling & Stephens, 2009)
- PowerPoint using a laptop computer (Mechling et al., 2014; Mechling et al., 2015)
- Video-Cassette Recorder (VCR; Lasater & Brady, 1995)
- iPod Touch (Canella-Malone et al., 2012; Canella-Malone et al., 2018)
- iPad (Gardner & Wolfe, 2014; Kellems et al., 2018)
In the studies used to establish the evidence base for using video modeling to teach home maintenance skills, the following skills were taught:
- Sweeping using a manual sweeper and table washing (Cannella-Malone et al., 2012)
- Dish washing skills (Gardner & Wolfe, 2014)
- Cleaning the dining room, front porch, back porch, and living room (Kellems et al., 2018)
- Preparing a sandwich and packing a lunch (Lasater & Brady, 1995)
- Three multi-step cleaning tasks including cleaning an exercise bicycle, shampooing and vacuuming an area rug, and cleaning three kitchen counter surfaces (Mechling et al., 2014)
- Cleaning a swimsuit, cleaning a pan, removing stains from shorts and an area rug (Mechling et al., 2015)
- Making lemonade, folding shirts, and loading a dishwasher (Canella-Malone et al., 2018)
- Extinguishing cooking fires (Mechling et al., 2009)
- Cooking from a cookbook (Mechling & Gustafon, 2009)
Multi-step cooking with a French fry recipe, broccoli recipe, and chocolate pudding recipe (Mechling & Stephens, 2009)
Where has it been implemented?
- School and Community job sites (1 study)
- Special Education Classroom (3 studies)
- Community (2 studies)
- School (2 studies)
- Home (1 study)
- Community living program (1 study)
Where is the best place to find out how to do this practice?
The best place to find out how to use video modeling to teach home maintenance skills is through the following lesson starters. Learn how to develop a video model by reading Kellems et al. (2016).
Related Lesson Starters
- For Developing a Video Model:
- Kellems, R. O., Mourra, K., Morgan, R. L., Riesen, T., Glasgow, M., & Huddleston, R. (2016). Video modeling and prompting in practice: Teaching cooking skills. Career Development and Transition for Exceptional Individuals, 39(3), 185-190. https://doi.org/10.1177/2165143416651718
References used to establish this evidence base:
- Cannella-Malone, H. I., Wheaton, J. E., Wu, P., Tullis, C. A., & Park, J. H. (2012). Comparing the effects of video prompting with and without error correction on skill acquisition for students with intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(3), 332-244. https://www.jstor.org/stable/23879969
- Cannella-Malone, H. I., Jimenez, E. D., Schaefer, J. M., Miller, M., & Byrum, H. (2018). Examination of the effects of video prompting across different types of tasks. Career Development and Transition for Exceptional Individuals, 41(4), 200–211. https://doi.org/10.1177/2165143417739609
- Gardner, S. J., & Wolfe, P. S. (2015). Teaching students with developmental disabilities daily living skills using point-of-view modeling plus video prompting with error correction. Focus on Autism and Other Developmental Disabilities, 30(4), 195-207. https://doi.org/10.1177/1088357614547810
- Kellems, R. O., Rickard, T. H., Okray, D. A., Sauer-Sagiv, L., & Washburn, B. (2018). iPad® video prompting to teach young adults with disabilities independent living skills: A maintenance study. Career Development and Transition for Exceptional Individuals, 41(3), 175–184. https://doi.org/10.1177/2165143417719078
- Lasater, M.W., & Brady, M.P. (1995). Effects of video self-modeling and feedback on task fluency: A home based intervention. Education and Treatment of Children, 18(4), 389-407. https://www.jstor.org/stable/42899425
