Effectiveness of Video Modeling as an Intervention for Teaching Activities of Daily Living Skills to Students with Intellectual Disabilities: A Systematic Review

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dc.contributorGoo, Minkowan
dc.contributor.authorSefah, Emmanuel
dc.date.accessioned2021-03-20T00:05:10Z
dc.date.available2021-03-20T00:05:10Z
dc.date.issued2021
dc.descriptionCreative Arts and Research Symposium
dc.descriptionCreative Arts and Research Symposiumen_US
dc.description.abstractObjective: Many studies have evaluated the effectiveness of video modeling in teaching daily living skills to students with disabilities, with a few focused-on students with intellectual disabilities without a comorbid condition. This study reviews three studies that used video modeling as a stand-alone intervention to teach students with intellectual disabilities without a secondary disability daily living skills. Method: Academic Search Complete, Educational Resource Center, APA PsycInfo, and MEDLINE database were searched to identify publications from 2010 to Sept 2020. Results: Three studies were included in this review based on inclusion and exclusion criteria, which found video modeling effective in improving daily living skills activities. In all the three reviewed literature, the authors found video modeling to help students with their assigned task. Conclusion: Video modeling can be used as an instructional strategy to teach individuals with intellectual disabilities to perform a target task to live independently without caregiver support.
dc.description.departmentTeacher Education
dc.identifier.urihttps://hdl.handle.net/11274/12915
dc.language.isoen_USen_US
dc.titleEffectiveness of Video Modeling as an Intervention for Teaching Activities of Daily Living Skills to Students with Intellectual Disabilities: A Systematic Reviewen_US
dc.typePosteren_US

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Student Creative Arts and Research Symposium | 2021