Video Self-Modeling: A Job Skills Intervention with Individuals with Intellectual Disabilities in Employment Settings.

Abstract

The purpose of this study was to explore the effectiveness of video self-modeling (VSM) to teach chained job tasks to individuals with intellectual disability in community-based employment settings. Initial empirical evaluations have demonstrated that VSM when used in combination with other instructional strategies, are effective methods to teach chained tasks to individuals with intellectual disability. However, no study has investigated the effectiveness of VSM as a stand-alone intervention to teach chained tasks. In this study, the effectiveness of VSM alone to teach chained job tasks was first evaluated before the addition of other instructional strategies (i.e., instructor feedback and practice) to the VSM intervention package. Three adults with intellectual disability participated in this study. A within participant multiple probe design across targeted job tasks, replicated across the three participants, was used to evaluate the effectiveness of VSM in this study. All of the participants demonstrated increased task acquisition with the VSM intervention; however, the effectiveness of VSM alone, or in combination with feedback and practice, varied across participants and job tasks. Limitations of the study and implications for future research are discussed.

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