Video Modeling to Teach Post-Secondary Students with Intellectual Disabilities Community Mobility: A Pilot Study
Employment and independent living are important factors that are critical to increasing the quality of life of individuals with intellectual disabilities (ID; Nota, Ginevra, & Carrieri, 2010; Wehmeyer & Bolding, 2001). Unfortunately, individuals with ID often experience a combination of both intellectual and adaptive functioning deficits that impact academic, conceptual, social, and practical areas (American Association on Intellectual and Developmental Disabilities, 2013). These deficits can negatively impact an individual’s ability to achieve academic skills, independence, and sustained employment due to limited cognitive abilities which inhibits their working memory and conceptual understanding (Davies, Stock, & Wehmeyer, 2002). Multimedia instruction shows potential for helping decrease these deficits. This study was a randomized control trial (utiziling pre and post measures) involving 24 students who attend a post-secondary university program. Students were randomly assigned to the treatment or the control group. Control group received business as usual for instruction on 5 pedestrian safety signs (e.g., crosswalk signal), while the treatment group watched a mutlimedia video focused on the same 5 pedestrian safety signs. Dependent measures included a researcher-created assessment of knowledge of the pedestrian signs, and social validity data was collected from the students and the teachers.
Randall, Kristina N.; Hirsch, Shanna E.; Allen, Abigail; and Ryan, Joseph, "Video Modeling to Teach Post-Secondary Students with Intellectual Disabilities Community Mobility: A Pilot Study" (2019). Graduate Research and Discovery Symposium (GRADS). 297.