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Education Research International
Volume 2019, Article ID 1726719, 8 pages
https://doi.org/10.1155/2019/1726719
Research Article

Using Video Modeling to Teach a Meal Preparation Task to Individuals with a Moderate Intellectual Disability

Saint Vincent College, Latrobe, PA, USA

Correspondence should be addressed to Philip M. Kanfush; ude.tnecnivts@hsufnak.pilihp

Received 21 August 2018; Accepted 10 February 2019; Published 3 March 2019

Academic Editor: Gwo-Jen Hwang

Copyright © 2019 Philip M. Kanfush and Jordan W. Jaffe. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

A single-subject study implementing an AB design with 3 replications was conducted with 4 adolescents having multiple disabilities, including moderate cognitive impairments, to demonstrate the efficacy of a video modeling and video-prompting intervention to teach a food preparation skill. Each participant was taught to prepare a different food item using a task analysis comprising 50 to 64 steps. Within 12 training sessions, each participant achieved criterion performance, completing at least 90% of their cooking task steps independently. Three out of 4 participants maintained their food preparation skill in a maintenance probe taken 6 weeks after instruction ended. The fourth participant completed 89% of the task’s steps independently during the maintenance probe. The findings of this study are consistent with those of earlier studies and suggest that video modeling may be a very effective and efficient method for promoting independence, participation, and self-determination among individuals with moderate intellectual disabilities. This study extends the literature base by focusing on longer, more complex meal preparation tasks than earlier studies.