Objective: To evaluate the effectives of progressive video modeling to teach leisure skills to students with significant disabilities.
Settings and Materials
Settings
School gymnasium
Materials
Basketball, basketball hoop, Apple MacBook Laptop
Content Taught
Using a task analysis, students will be taught how to take a silly selfie.
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 Apple MacBook Laptop to watch the videos to teach each step of the task analysis.
- Allow the student to view the video of the task.
- Provide the student with a basketball and ask them to stand at the free throw line and shoot the basketball ball towards the hoop.
- The video will read the description of the step to the student and then show an example and nonexamples.
- Basketball practice time will be a 10-min period.
Task Analysis: Shoot a Basketball
- Place your feet shoulder width apart.
- Place your hooting foot 1-3 inches in front of the other foot with one foot placed on the free throw line.
- Bend your knees slight (90-120 degrees)
- Place your guide hand on the side of the ball with your palm and fingertips pressed against the ball.
- Place the other hand underneath the ball to make a “T” with your two thumbs touching each other forming a right angle. Your guide thumb makes the top of the “T.”
- Place the elbow of your guide hand directly under the ball. Your wrist should be lined up with your elbow in a vertical position.
- Extend your arm straight up as your make the shot.
- Snap your wrist to follow through on your shot. This should like you are putting your fingers in a cookie jar.
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 all components in the step were recorded as correct. Once the student demonstrates steps 1-3 correctly for two consecutive sessions, they proceed to the video with steps 1-6. Once the student demonstrated steps 1-6 correctly for two consecutive sessions, they proceed to the video with steps 1-8. Once the student demonstrated steps 1-8 correctly for three consecutive sessions, they moved to maintenance.
Lesson Starter Based On:
Lo, Y., Burk, B., & Anderson, A. L. (2014). Using progressive video prompting to teach students with moderate intellectual disability to shoot a basketball. Education and Training in Autism and Developmental Disabilities, 49(3), 354–367.
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.
Download the Lesson
