Objective: To evaluate the effectives of video modeling with and without narration for teaching how to put confetti on a table to adolescents with autism.
Settings and Materials
Settings
Classroom that included a kitchen and living area
Content Taught
- iPhone
- Task Analysis
- Supplies
Content Taught
-
Using a task analysis, students will be taught how to properly put confetti on a table.
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 behavior chain with directions
- Provide the student five seconds to initiate the response, 10 seconds to complete the step, and one minute to complete the behavior chain
- If the student does not initiate the response in five seconds, complete the step in 10 second, or does not complete the behavior in one minute, move onto another behavior chain
Task Analysis: Put Confetti on Table
- Select confetti
- Pour confetti on table
- Stop
Evaluation
Students performance is evaluated by calculating a percentage of the steps the student completed independently. A step is considered completed independently if the student initiates the task within five seconds of viewing the video, completing each step within 10 second of initiation, and completing the task within one minute from initiation of the first step. Students are expected to complete each task to 90% accuracy.
Lesson Starter Based On:
Smith, M., Ayres, K., Mechling, L., & Smith, K. (2013). Comparison of the Effects of Video Modeling with Narration vs. Video Modeling on the Functional Skill Acquisition of Adolescents with Autism. Education and Training in Autism and Developmental Disabilities, 48(2), 164–178.
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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