Objective: To evaluate the effectives of video modeling to fine motor tasks.
Settings and Materials
Settings
Room in the school, home, and/or community
Materials
Precut wrapping paper, ribbon/bows, gift cards, gift boxes, tissue paper, tape, shredded paper, gift bag, clips to close gift bag, digital video camera, laptop computer with PowerPoint, table with touchscreen and stand
Content Taught
Using a task analysis, students will be taught how to wrap a gift.
Teaching Procedures
- Place all materials required for the specific gift wrapping task on the table.
- Have tablet positioned at the end of table and programmed to play the target video prompting.
- Give the direction, “watch the video and wrap the gift.”
- Wait 3 seconds for the student to begin the video
- If the student does not response, use least to most prompting to assist the student in beginning the video.
- Wait 3 seconds for the student to initiate each step and 1 minute for completion of the step.
- Student will watch the video segment and pause the video before initiating the step.
- Record data for each step of the task analysis. Record if (a) student completes the step correctly, (b) students completes the step incorrectly, or (c) the student does not respond.
- If the student does not complete the step correctly within 1 minute, complete the step for the student out of their view and have them begin the video for the next step.
- Intermittently reinforce correct steps verbally as well as efforts attempting the tasks.
- Ignore errors and do not make corrections except to remind students to watch the video if needed.
- Verbally reinforce students when task is completed.
- This sequence should be repeated with the student until all steps are completed for the specific gift wrapping task.
Task Analysis: Boxing and Decorating
- Open box
- Hold tissue in left hand, hold tissue in right hand, open tissue, put in box, push tissue down
- Put gift in box
- Fold left edge of tissue over gift
- Write name on green card, put card in envelope, put envelope in box
- Close box, put side tabs in box, put red front tab in box
- Peel tab from ribbon, place ribbon on middle of box
Task Analysis: Wrapping and Decorating
- Unroll paper, put gift in middle of paper
- Remove 4 pieces of tape and put tape on edge of table
- Fold over left edge of paper, folder over right edge of paper, put on tape
- Tuck and fold over left paper corner, tuck and fold over right paper corner, put on tape
- Turn box, tuck and fold over left paper corner, tuck and fold over right paper corner, put on tape
- Turn box over
- Write name on small card, put card in envelope, put envelope on middle of box, put tape on envelope
- Peel tab from box, place bow on box besides envelope
Task Analysis: Bagging and Decorating
- Open bag
- Put one handful of shredded paper in the bag
- Put gift in bag
- Write name on yellow card, put card in envelope, put envelope in bag
- Put one handful of shredded paper in bag on top of gift
- Squeeze birth cake decoration clip, close bag handles, put clip on handles
Evaluation
Record the number of steps in the task analysis that are completed correctly. Incorrect responses are defined as (a) failure to initiate a step within 3 seconds, (b) failure to complete a step within 1 minute, (c) topographical error, and (d) sequence error (step performed correctly but not in the sequence defined in the task analysis).
Lesson Starter Based On:
Spencer, G. P., Mechling, L. C., & Ivey, A. N. (2015). Comparison of three video Perspectives when using video prompting by students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 50, 330-342.
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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