Objective: To evaluate the effectives of video modeling to teach leisure skills to students with significant disabilities.
Settings and Materials
Settings
Classroom separate from students
Materials
iPhone, task analysis, supplies
Content Taught
-
Using a task analysis, students will be taught how to fold an origami boat.
Teaching Procedures
- Create a video using a video model to show the steps for completing the home maintenance task on and iPad (see Kellems et al., 2016 below).
- Use the iPhone video to teach each step of the task analysis.
- Allow the student to view the video of the task.
- Provide the student 30 seconds to complete each task.
- If the student does not initiate the task in 30 seconds allow them to watch the video again and provide a model.
Task Analysis: Fold an Origami Boat
- Fold one of the lower corners of the triangle up to the top point and crease
- Fold the other corner up to the top point and crease
- Open the paper out so both triangles are flat on the table
- Fold the top corner point down to the bottom base of the edge of the triangle
- Fold one of the bottom corners up and recrease the triangle
- Fold the other bottom corner up and recrease the triangle along the other crease line
- Fold the bottom corner of the square up about one-third of the way, making sure the point is in the center
- Crease the bottom
- Turn your sailboat over
Evaluation
A task analysis for each skill is used to collect and record data for each step as completely correctly or incorrectly. Steps were counted as correct if they were functionally correct even if they were completed out of order from the task analysis. Students were given 30 s from viewing the video clip to complete each step. Once students reached at least 90% accuracy with a task they move on to the next skill.
Lesson Starter Based On:
Cannella-Malone, H. I., Miller, O., Schaefer, J. M., Jimenez, E. D., Page, E. J., & Sabielny, L. M. (2016). Using video prompting to teach leisure skills to students with significant disabilities. Exceptional Children, 82(4), 463–478.
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.
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