Lesson Starters

Video Modeling to Teach Food Preparation Skills – Making Spaghetti

TwitterTwitter
FacebookFacebook
LinkedInLinkedIn
EmailEmail
Objective: To evaluate the effectiveness of an iPad as a prompting device for teaching how to make spaghetti to young adults with disabilities.

Settings and Materials

Settings

Two apartments in a living facility

Materials

  • iPad, task analysis, spoon, pot, hot mitts, measuring cup, strainer, spaghetti, cheese, sauce, pot

Content Taught

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

Teaching Procedures

  • Create a video using a video model to show the steps for the making spaghetti task on an iPad (see Kellems et al., 2016 below).
  • Use the iPad video to teach each step of the task analysis.
  • Prompt students to turn on the iPad and watch the corresponding video (e.g., making spaghetti).
  • Allow students to choose whether they would like to watch a video for all steps or just the steps they need extra support learning.
  • Guide students to complete the steps in the task analysis to ensure the home maintenance task is complete.
  • If the student does not begin the step within 5 seconds of viewing the video, verbally prompt the student to “do what they had viewed in the video.”

Task Analysis: Making Spaghetti

  1. Wash hands
  2. Get spoon
  3. Get pot
  4. Get hot mitts
  5. Get measuring cup
  6. Get strainer
  7. Get spaghetti
  8. Get parmesan cheese
  9. Get sauce
  10. Fill pot with four cups of water
  11. Turn to HIGH
  12. Wait until water boils
  13. Add noodles to pot
  14. Set timer to 9 min
  15. Stir noodles
  16. Put on mitts
  17. Drain noodles
  18. Measure one cup of sauce
  19. Put sauce on noodles
  20. Put spaghetti on plate

Evaluation

Student's performance is evaluated by calculating a percentage of the steps the student completed independently. A step is considered completed independently if the student began the task within 5 seconds and completed it correctly. If a student scores 80% for three consecutive sessions, they can move on to the next home maintenance skill.

Lesson Starter Based On:

Kellems, R. O., Rickard, T. H., Okray, D. A., Sauer-Sagiv, L., & Washburn, B. (2018). iPad® video prompting to teach young adults with disabilities independentvliving skills: A maintenance study. Career Development and Transition for Exceptional Individuals, 41(3), 175–184. https://doi.org/10.1177/2165143417719078

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 Spaghetti (docx)

Find More

""
""

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.