Video Modeling Combined with Self-Monitoring Strategies on Meal Time Activities of an Elementary School Student with Intellectual Disabilities

Abstract

The purpose of this study was to examine video modeling combined with self-monitoring strategies on meal time activities which are meal preparation, cleaning the table, tooth brushing skills of an elementary school student with intellectual disabilities in a special school. The research questions were as follows: First, does the video modeling combined with self-monitoring strategies affect on meal time activities of an elementary school student with intellectual disabilities? Secondly, does video modeling combined with self-monitoring affect its maintenance and generalization of meal time activities for an elementary school student with intellectual disabilities? One elementary school student with intellectual disabilities, age 11, participated in the study. Multiple probe design across behaviors were utilized for this study. The result of the study were as follows: video modeling combined with self-monitoring improved the meal time activities of the participant. The effects were maintained three weeks after the intervention. The average of non-overlapping data point(PND) was 96%, indicating a ‘high effective level’ of intervention effects. The result of this study proved that video modeling combined with self-monitoring strategies was an effective intervention enhancing meal time activities for an elementary school student with intellectual disabilities. The results were maintained and generalized at home.