Lesson Starters

Video Modeling to Teach Food Preparation Skills – Making Hot Chocolate

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Objective: To evaluate the effectiveness of a portable DVD player as a prompting device for teaching how to make hot chocolate to young adults with disabilities.

Settings and Materials

Settings

Apartment kitchen

Materials

  • Portable DVD player, task analysis, hot water, Swiss Miss hot chocolate, teaspoon measure, mug

Content Taught

  • Using a task analysis, students will be taught how to properly make hot chocolate.

Teaching Procedures

  • Create a video using a video model to show the steps for the making hot chocolate task on a digital video camera (see Kellems et al., 2016 below).
  • Tell the student to “make the hot chocolate.” Wait 3 seconds for the student to play the video. If they do not start the video, prompt them again.
  • Allow the students to watch the video, press pause, and begin the step within 3 seconds of the video ending.
  • Record whether the student completes the step correctly, completes the step incorrectly, or does not complete the step.
  • If the student does not complete the step within 1 minute, complete it for them (out of view) and then prompt them to press “play” to view the next step.
  • Provide general verbal praise every 3 steps completed correctly.
  • Repeat until all steps of making hot chocolate are complete.

Task Analysis: Making Hot Chocolate

  1. Heat water (in coffee pot)
  2. Open Swiss Miss hot chocolate (lift off lid)
  3. Measure 1 teaspoon
  4. Put in mug
  5. Measure 1 teaspoon
  6. Put in mug
  7. Pour water (in mug)
  8. Stir
  9. Put lid on (Swiss Miss)
  10. Enjoy (stop)

Evaluation

Student performance is evaluated by calculating a percentage of the steps the student completed correctly (i.e., began the step within 3 seconds after video ends, completed step within 1 minute).

Lesson Starter Based On:

Mechling, L.C., & Gustafon, M. (2009). Comparison of the effects of static picture and video prompting on completion of cooking related tasks by student with moderate intellectual disabilities. Exceptionality, 17, 103-116. https://doi.org/10.1080/09362830902805889

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

Download the Lesson

Lesson Starter: Using Video Modeling to Teach Food Preparation Skills – Making Hot Chocolate (docx)

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The contents of this Research to Practice Lesson Starter were developed under a grant (H326E200003) from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be:

National Technical Assistance Center on Transition: the Collaborative (2021). Research to practice lesson starter: Using parent training to promote parent knowledge in the transition process. University of North Carolina at Charlotte.