فاعلية النمذجة بالفيديو في تدريس المهارات المكتبية للطالبات ذوات الإعاقة الفكرية في المرحلة الثانوية

Atheer Omar Al-Malki; Norah Aldosiry

doi:10.35516/edu.v51i4.6486

Authors

Atheer Omar Al-Malki Special Education, King Saud University, Riyadh, Kingdom of Saudi Arabia https://orcid.org/0009-0002-9220-714X
Norah Aldosiry Education College, King Saud University, Riyadh, Kigdom of Saudi Arabia. https://orcid.org/0000-0002-8783-4117

DOI:

https://doi.org/10.35516/edu.v51i4.6486

Keywords:

video modeling, intellectual disabilities, transition services, employment skills, clerical skills

Abstract

Objectives: The purpose of this study was to evaluate the effects of video modeling on teaching photocopying skills using a copy machine. This study employed a multiple probe design across three female participants with intellectual disabilities, aged 18-22 years, who were in the secondary stage of education. Additionally, the study aimed to verify the participants' ability to maintain and generalize the skill.

Methods: The multiple probe design revealed a functional relationship between the independent and dependent variables.

Results: The results indicated that video modeling was effective in increasing the participants’ accuracy in using the copy machine to make photocopies. The participants demonstrated mastery of the skill within 5–6 sessions, and their improvements were maintained for several weeks following the intervention. Participants were able to retain more than 90% of the steps, and all three students in the study generalized 75% of these skills to different copy machines.

Conclusions: The results of this study suggest that the video modeling strategy can be applied on a larger scale to teach other employment skills, especially office skills, to people with intellectual disabilities. The study also confirms that individuals with intellectual disabilities can improve their performance by watching video clips. Furthermore, it demonstrates that video modeling is a highly effective strategy for teaching clerical skills in employment contexts, such as printing, photocopying, and sending and receiving emails.

Downloads

Download data is not yet available.

References

Ayala, S., O’Connor, R., (2013). The Effects of Video Self- Modeling on the Decoding Skills of Children at Risk for Reading Disabilities. Learning Disabilities Research & Practice, 28(3), 142-154.

Bennett, K., Ramasamy, R., Honsberger, T. (2013). The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 43, 585-593.

Boahin, P., Hofman, W., (2014). Perceived effects of Competency-Based Training on the Acquisition of Professional Skills. International Journal of Educational Development, 36, 81-89.

Charlop-Christy, M., Le, L., Freeman, K. (2000). A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.

Clinton, E. (2016). A Meta-Analysis of Video Modeling Interventions for Children and Adolescents with Emotional/ Behavioral Disorders. Educational Research Quarterly, 40, 67-86.

Collins, James, “Use of Portable Electronic Assistive Technology to Improve Independent Job Performance of Young Adults with Intellectual Disabilities” (2012). All Dissertations. 961. https://tigerprints.clemson.edu/all_dissertations/961

Gilson, C., Carter, E., Biggs, E., (2017). Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities. Research and Practice for Persons with Severe Disabilities, 42(2), 89-107.

Gul, S. (2016). The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability. Educational Sciences: Theory & Practice, 16(1), 83-107.

Hillage, J., Pollard, E. (1998). Employability: developing a Framework for Policy Analysis, department for education and employment (DfEE) research report. noRR85 (London, DfEE).

Kellems, R., Morningstar, M. (2012). Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults with Autism Spectrum Disorders. Career Development and Transition for Exceptional Individuals, 35(3), 155-167.

Malone, H., Brooks, D., Tullis, C., (2013). Using Self-Directed Video Prompting to Teach Students with Intellectual Disabilities. Journal of Behavioral Education, 22, 169-189.

Noel, V., Oulvey, E., Drake, R., Bond, G. (2016). Barriers to Employment for Transition-age Youth with Developmental and Psychiatric Disabilities. Administration ana Policy in Mental Health and Mental Health Services Research, 44, 454-358.

Ozler, N., Akcamete, G. (2022). Effectiveness of Video Modeling in Teaching Computer Skills to Students with Intellectual Disabilities. Journal of Education and Learning, 11(1), 40-53.

Park, J., Bouck, E., & Duenas, A. (2019). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1), 3-16.

Randall, K., Johnson, F., Adams, S., Kiss, C., Ryan, J. (2019). Use of a iPhone Task Analysis Application to Increase Employment-Related Chores for Individuals With Intellectual Disabilities. Jouranl of Special Eduacation Techology, 35(1), 26-36.

Schmidt, S. D. (2016). Video Modeling as an Effective Intervention for Young Children Diagnosed with Autism. https://repository.stcloudstate.edu/ed_etds/9

Shapiro, E., Lentz, F. (2016). Vocational- Technical Program: Follow-up of Students with Learning Disabilities. Exceptional Children, 58(1), 47-59.

Shepley, S., Ayres, K., Cagliani, R., Whiteside, E., (2018). Effects of self-Mediated Video Modeling Compared to Video Self-Prompting for Adolescents with Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 53(3), 264-275.

Taylor, B., DeQuinzio, J., Stine, J. (2014). Teaching Independent Living Skills to Children with ASD. Handbook of Early Intervention for Autism Spectrum Disorders, 373–392.

Tetreault, A., Lerman, D. (2010). Teaching Social Skills to Children with Autism using Point-of-View Video Modeling. Education and Treatment of Children, 33(3), 395-419.

Tyner, B., Fienup, D. (2016). The Effects of Describing Antecedent Stimuli and Performance Criteria in Task Analysis Instruction for Graphing. Journal of Behavioral Education, 25, 379-392.

Walters, S., Stierle, J., Stockwell, D., Carlosn, A., Ryan, J. Efficacy of Video Prompting Using Mobile Technology to Teach Employment Tasks to Individuals with Intellectual Disability. Journal of Inclusive Postsecondary Education, 3(1), 1-21.