Date of Award
Doctor of Philosophy
Dr. Alan Poling
Dr. Ron Van Houten
Dr. Steve Ragotzy
Dr. Kristal Ehrhardt
Video modeling, transition, program, job-skills, behavior analysis, special education, vocational skills
Students with disabilities often require substantial support to acquire the skills needed to secure work experience and paid employment. Special education transition programs have an obligation to utilize evidence-based practices to facilitate the acquisition of such skills. In the present project, three studies were conducted to examine the effects of video modeling on the acquisition, maintenance, and generalization of job-related tasks taught in a classroom setting to young adults with developmental disabilities. In Study 1, a multiple baseline across behaviors experimental design with four participants was used to assess the effects of video prompts on the percentage of correctly completed steps in doing laundry, checking in to work, and stripping a bed. Study 2 essentially replicated Study 1, except that a multiple baseline across subjects experimental design with four other participants was used in Study 2. As in Study 1, all students acquired the skills using the video prompting intervention. Follow-up data demonstrated that the skills maintained over three months and generalization probes indicated that the participants performed the tasks accurately in a new setting with different materials. Study 3 arranged a multiple baseline across subjects experimental design across subjects with an alternating treatments component to evaluate and to compare in three additional participants the effects of video prompting and full video modeling on the acquisition of a job-related task, rolling silverware. In full video modeling, participants viewed a model completing all steps in a task, whereas in video prompting participants viewed a separate video for each step in the task. All participants mastered the task, with good generalization and maintenance. There was some indication that video prompting was more effective than full video modeling. The results of these studies strongly suggest that video modeling is an effective intervention for promoting the acquisition, maintenance, and generalization of job-related tasks. Furthermore, the results of study three suggest that video prompting may be more useful than full video modeling, although further research is needed to confirm this difference. Participants were generally satisfied with the intervention and it was relatively easy to use, which are important points in its favor.
Schroeder-MacKay, Carly, "Young Adults with Disabilities Acquire Vocational Skills with Video Modeling" (2021). Dissertations. 3773.