Effectiveness of Video Modeling and Prompting Strategies on Teaching Weight Measurement Skills with Elementary Students with Intellectual and Hearing Disabilities
Intervention study demonstrates improved weight measurement skills in elementary students with intellectual and hearing disabilities, highlighting the utility of video modeling.
Key Points
To evaluate the effectiveness of combined video modeling and prompting strategies for teaching weight measurement skills to elementary students with intellectual and hearing disabilities.
Implemented an instructional intervention consisting of a 3-minute instructional video, task analysis, and group instruction in elementary students (N=3) with co-occurring intellectual and hearing disabilities.
Tracked skill acquisition and measurement accuracy across instructional and probe phases, alongside social validity assessments from teachers.
All students demonstrated qualitative improvements in skill acquisition and accuracy for weight measurement tasks, with performance gains sustained through the probe phase.
Teacher feedback confirmed high social validity and demonstrated the practical feasibility of integrating video modeling into special education curricula.