The purpose of this study was to investigate the effects of video-self modeling intervention on the learning of decorating skills for children with mental retardation. Effects of the video-self modeling intervention were examined in acquisition and g...
The purpose of this study was to investigate the effects of video-self modeling intervention on the learning of decorating skills for children with mental retardation. Effects of the video-self modeling intervention were examined in acquisition and generalization of decorating skills in a multiple probe design across participants. Subjects of this study were three 3rd grade students of National special school in Jeonju-si, Jeonbuk. The multiple probe design across participants was used to examine the effects of skill training.
The students were trained how to use the video-self modeling after doing their decorating skills activity. Maintenance probe was conducted 3 weeks after fading the intervention.
The research questions sere as follows:
Firstly, does video-self modeling intervention have an effect on improving the acquisition of decorating skills?
Secondly, does video-self modeling intervention have a generalization effect on the acquired decorating skills?
Thirdly, does video-self modeling intervention have maintenance effects after 3 weeks later on the acquired decorating skills?
The results of the study were as follows:
Firstly, video-self modeling intervention were effective for acquisition decorating skills across subjects. In addition, the acquire rates of decorating skills were improved with increase of performance.
Secondly, video-self modeling intervention were effective in generalization and maintenance of the decorating skills across all subjects.