TEACHING THE DAILY LIVING SKILLS TO ADULTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITIES USING VIDEO MODELING

The purpose of the present study was to examine the effectiveness of video modeling on teaching daily living skills to adults with moderate and severe intellectual disabilities. The following questions were addressed in the study: (a) the effectiveness of video modeling on teaching daily living skills to adults with intellectual disabilities, (b) the maintenance effects of video modeling a year after the instruction was over, (c) the effects of generalization across different materials. Multiple probe design with probe conditions across subjects was used to assess the effects of video modeling. Three women, ages between 23 and 37, participated in the study. All of the participants have lived in the residential care center. Dependent variables of the study were daily living skills (changing sanitary napkin, identification money, and brushing teeth), and independent variable of the study was video modeling. The study was composed of probe, instruction, maintenance, and generalization sessions. The findings showed that participants; learned the daily living skills, maintained the acquired skills to a certain extent, and generalized the acquired skills to different materials.