Date of Award

Spring 5-15-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Ximena Suarez-Sousa

Keywords

Video Modeling, Task Analysis, Transition, Developmental Disabilities, Special Education, COVID-19

Abstract

The purpose of this study was to examine the comparison of using video modeling and task analysis to teach independent living skills to students in a transition program. Two non-verbal students with developmental cognitive disabilities participated in this study. The students were taught daily living skills that are part of a functional curriculum (e.g., loading and unloading the dishwasher, brushing their teeth, washing their face, sweeping, and cleaning a table). The first student (Student A), was shown a pre-recorded video of the task being performed and asked to perform the task. The second student (Student B) was presented with a task analysis with visuals for each of the five tasks, breaking down each task into steps. Both students were asked to complete the task, and their performance was rated according to a five-point scale. The level of prompting needed by the student to complete the task was also rated according to the Hierarchy of Prompts. In addition, observations related to the effectiveness of task analysis and video modeling were also recorded during student completion of each task. Based on the data collected over the course of three weeks, there was a higher degree of independence reached and less intrusive prompts needed for Student A to complete the majority of daily living tasks after being provided the video modeling intervention, than for Student B after being provided the task analysis intervention. Based on these results, the use of video modeling to teach independent living skills to non-verbal students with developmental disabilities is recommended as a useful tool to increase student independence and overall performance.

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