Extent Use of Video Modeling Strategies

in Teaching Daily Living Skills to Students

with Autism Spectrum Disorder
JOYCELYN GONZALES FLORES
https://orcid.org/0000-0003-1336-1959
[email protected]
Cagayan State University-Andrews Campus, Tuguegarao, Philippines

Gunning Fog Index: 12.26 • Originality 99% • Grammar Check: 99%

Flesch Reading Ease: 44.60 • Plagiarism: 1

ABSTRACT

e education system worldwide has been responding to the needs of all learners
despite their circumstances. Inclusive education believes that learners with autism need
huge support from schools, parents, and the community. us, this study assessed the
video modeling strategy used by teachers in teaching Daily Living Skills to Students with
Autism Spectrum Disorder. e respondents of the study included 50 special education
teachers and 170 learners with ASD. e study was conducted in the selected high
schools in Santa Clara County, California, USA, o ering SPED for ASD students for
the school year 2021-2022. e descriptive-correlational research design was employed
to determine the relationship between the teachers’ extent of use of video modeling
strategies in teaching and the performance of students in Daily Living Skills. Research
ndings revealed that the teachers’ use of video modeling strategies in teaching Daily
Living Skills among students is of a great extent. e average academic performance of
the students- respondents’ this school year is 93.26, which is described as “pro cient”
Further, there is a signi cant relationship between the teachers’ extent of use of the
video modeling strategies in teaching and the performance of students in Daily Living
Skills. Moreover, the teachers’ problems in using the video modeling strategy in teaching
Daily Living Skills to students with ASD are the lack of training and teachers’ attitudes
towards technology in the classroom. e study concludes that the use of video modeling
strategies in teaching Daily Living Skills is good for ASD students’ learning and success.
 KEYWORDS

Special education, autism, video modeling, quantitative, USA

INTRODUCTION

Autism spectrum disorder (ASD) is a group of disorders marked by diminished

social contact, communication, and vocabulary, as well as a restricted variety of
individual and repeated desires and behaviors. ASD a ects one out of every 160 children
worldwide. is statistic is estimated, and the prevalence identi ed in di erent studies
varies greatly. Any well-controlled trials, on the other hand, have reported considerably
higher numbers. In several low- and middle-income nations, the prevalence of ASD
is unknown. Based on epidemiological research performed over the last 50 years, the
prevalence of ASD tends to be increasing worldwide (WHO 2014).
is disturbing problem compelled the government to pass legislation enabling
those students to function like regular people. e No Child Left Behind Act (NCLB)
and the Individuals with Disabilities Education Act (IDEA) was passed to address this
issue. Both two include the use of evidence-based practice to assist these people. ese
federal regulations mandate that teachers fully use evidence-oriented research-based
academic and behavioral patterns and programs possible.
Moreover, children with autism spectrum disorder (ASD) also struggle in various
settings. ey fail to meet the needs of everyday life and full daily routines in a variety
of situations (Liss et al., 2006). Both parents and professionals have con rmed that
children with ASD have delayed self-care and have di culty eating and toileting,
according to Jasmin et al. (2009).
According to recent reports, one out of every 76 children have autism spectrum
disorder (Centers for Disease Control and Prevention, 2015). To be diagnosed with
ASD, a person must demonstrate severe social skills and interaction de ciencies
in several situations, according to the Diagnostic and Statistical Manual of Mental
Disorders (DSM–5) guidelines (American Psychiatric Association, 2013). ASD is
classi ed into many levels based on the form and practical consequences. e syndrome
is based on coping with social de cits and rigid and repeated forms of behavior.
Comorbid disabilities, such as developmental disability, auditory processing disorders,
and mental illnesses, are common in individuals with ASD (Ben-Sasson et al., 2007).
ASD is linked to shortcomings in occupational realms such as activities of daily living
(ADLs), instrumental activities of daily living (IADLs), schooling, employment, and
sleep a result of these problems (APA, 2013).
e primary explanation for preschoolers’ non-participation was a child’s behavioral
issues (LaVesser & Berg, 2011). Participation is often limited by sensory perception
disorders and executive functioning (Reynolds et al., 2011).
 Health practitioners assess ADL abilities and strive to foster autonomy in these
professions for children with ASD during their developmental process. Learning skills
for Activities of Daily Living (ADLs) and Instrumental Activities of Daily Living
(IADL) are needed since impairments can a ect various functional areas. ADLs such
as feeding, grooming, and personal care have all been improved by interventions.
Parents of children with ASD often prioritize these practices because they maximize
a child’s independence and reduce the need for personal support at home and in the
neighborhood. ADLs should encourage involvement in more complex roles and events
in the home and society (AOTA, 2014).
Youth will learn life skills and become involved members of society through the
educational process. To identify the best approaches to promote a purposeful and
successful academic experience, it is important to enrich therapists’ expertise with
support and e ective techniques to achieve such results (Dunn et al. 2012).
Daily living skills (DLS) in tasks such as personal grooming, dressing, food planning,
household duties, adhering to protection codes, and money management are the most
important prerequisites for self-su ciency and autonomy (Sparrow, Cicchetti, & Balla,
2005). Data suggests that teenagers with disabilities who can independently conduct
eating and dressing tasks have a greater chance of continuing their education, working,
or preparing for jobs after high school than adolescents with fewer skills (Wagner et
al., 2003). Similarly, improved DLS is linked to greater mobility and collective jobs for
people with disabilities.
Furthermore, children and teenagers with small DLS express a need to depend
on others for assistance, normally provided by family members. As a result, this need
becomes a major indicator of poorer family quality of life and higher parental anxiety
levels (Gardiner & Iarocci, 2015). (Tomanik, Harris, & Hawkins, 2004). Regardless of
a child’s developmental age, autism symptom severity, or problem behaviors, evidence
suggests that DLS is linked to a decrease in parental tension (Green & Carter, 2014).
However, except for a few examples, most studies on adaptive functioning and DLS in
ASD have been conducted in the United States or elsewhere.

FRAMEWROK

e study used the descriptive-correlational research design to determine the

relationship between the teachers’ extent of use of video modeling strategies in teaching
and the performance of students in Daily Living Skills.
e study was conducted in the selected high schools in Santa Clara County,
California, USA, and o ering SPED for ASD students. e following schools are Adrian
Wilcox High School, Cupertino High School, Saratoga High School, Fremont High
School, Milpitas High School, Fremont High School, Mt. View High School, Santa
Clara High School, Branham High School, Prospect High School, Lynbrook High
School, Homestead High School, Monta Vista High School, Palo Alto High School,
Gunn High School, and Leigh High School.
e respondents of the study were 50 special education teachers and 170 learners
with ASD in public high schools, as described in the locale of the study. Total
enumeration was used in this study.
e researcher used questionnaires as the main instruments of the study. It consisted
of two (2) parts:
Part I showcased the respondents’ pro le in terms of age, gender, marital status,
highest educational attainment, seminars attended related to video modeling strategy,
and length of service in teaching in the ASD program. Each pro le variable will have
choices for the respondents to just tick on their answers.
Part II determined the extent of use of teachers with the video modeling strategy.
e questionnaire is composed of 25 indicators. A four-point Likert scale was used. e
questionnaire was a researcher-made instrument. It was subjected to internal consistency
using Cronbach’s alpha.
Permission to oat the questionnaire was sought from the head of the education
department in the district. Upon the approval of the letter, the researcher administered
the questionnaires to the target respondents. Before the researcher administered the
survey questionnaire, a consent form was sent to the teachers for them to read and sign.
en, the researcher distributed the survey questionnaire using social media (e.g., Google
Form, yahoo mail, Google mail). e respondents were given 3-5 days to answer. e
data gathered were tabulated and analyzed for proper statistical treatment and adequate
interpretation. e use of video modelling as part of the study was conducted in the
school year 2021-2022.
e data collected were classi ed and analyzed in accordance with the problems of
the study.
e pro le of the respondents was treated using the frequency counts, means, and
percentages.
e Pearson’s Product Moment Coe cient Correlation was used to determine
the relationship between the teacher’s extent of use of the video modeling strategies in
teaching and the performance of students in Daily Living Skills.
 RESULTS AND DISCUSSION

Table 1. Teachers’ Extent of use of Video Modeling Strategies in Teaching Daily Living
Skills among
Basic video modeling Mean Descriptive Value
1. Identify a target behavior that is important to be taught 4.22 Very Great Extent
2. De ne and describe the target behavior which is observable
4.08 Great Extent
and measurable.
3. Acquire a video recording device (e.g., handheld video
4.00 Great Extent
camera, digital camera, computer technology).
4. Identify how the video will be played back (e.g., DVD,
4.22 Very Great Extent
VCR, computer).
5. Become familiar with the equipment and comfortable
4.33 Very Great Extent
using it.
Over-all Mean 4.17 Great Extent
Video self-modeling Mean Descriptive Value
6. Write a script or task analysis detailing exactly what needs
4.03 Great Extent
to be said and/or done on the video.
7. Learners complete as much of the skill as possible. 3.89 Great Extent
8. Collect baseline data to identify the steps of the task
3.94 Great Extent
analysis that the learner can complete without assistance.
9. Identify the kind of video that is appropriate for the
learner (e.g., video modeling, self modeling, point-of-view
4.03 Great Extent
modeling, video prompting), based on the learner’s skill
level and preferences, as well as the target behavior
10. Prepare the model (with basic video modeling) or the
3.97 Great Extent
learner (with self-modeling) for the video.
Over-all Mean 3.97 Great Extent
Point-of-view video modeling Weighted Descriptive Value
11. Record a video that is satisfactory in quality and
3.86 Great Extent
accurately re ects the steps of the task analysis.
12. Edit the video and remove any errors and prompts. 3.72 Great Extent
13. Complete voice-overs, if necessary. 3.86 Great Extent
14. Identify the environment where the video will be
watched, considering when and how it will be used within 3.94 Great Extent
natural routines
Over-all Mean 3.85 Great Extent
Video prompting Mean Descriptive Value
15. Ensure that the materials for the performance of the task
4.17 Great Extent
match those on the video.
16. Allow the learner to watch the video and provide prompts
4.14 Great Extent
necessary to gain and/or keep attention
17. Allow the learner to watch the video an appropriate
number of times before expecting the learner to use the 4.11 Great Extent
target behavior.
18. For video prompting, stop the video after each step of the
task analysis so the target behavior can be performed by 4.06 Great Extent
the learner.
19. Collect data on the performance of the target behavior,
noting the speci c steps of the task learners were able to 4.19 Great Extent
do independently.
20. Note how often and when the learner watches the video
4.03 Great Extent
when using the target behavior
21. Analyze the learner’s progress by monitoring data
to identify changes needed for the video modeling 4.11 Great Extent
procedures.
22. Adjust intervention tactics to help the learner make
4.28 Very Great Extent
progress
23. Teachers/practitioners fade the use of prompting to
encourage independent use and to promote maintenance 4.19 Great Extent
of the target behavior.
24. Use delaying start/premature stop, error correction, and
3.75 Great Extent
scene fading.
25. Allow the learner to continue watching the video to some
extent if it is appropriate, enjoyable for the learner, and 4.28 Very Great Extent
supports the behavior.
Over-all Mean 4.12 Great Extent
Grand Over-all Mean 4.03 Great Extent

Table 1 shows the performance of students in Daily Living skills for the school year
2021-2022. Displayed in the table is the distribution of the academic performance of the
student. It is shown in the table that 170 of the students obtained a grade ranging from
96-100 with a descriptive value of “independent.” e result implies that the students
who depend on teachers for instruction have grown independent. It is manifested
that there is a positive change in their learning traits as ASD students. If a student is
independent, they have gained self-reliance and responsibility. e teacher’s role among
independent learners is to assist the students and oversee progress; then, learners take
full responsibility for their learning. In this case, teachers and parents’ support can be
limited, and independent learning skills are highly helpful.
One hundred twenty-six with a grade ranging from 91-95, which descriptive value
is “pro cient.” e respondents’ average performance in Daily Living Skills this school
year is 93.26, which is described as “pro cient.” is means that the students have
demonstrated knowledge, competence, and abilities relating to recognized standards.
 e results imply that the use of video modeling strategies in teaching Daily Living
Skills is good for students’ learning and success.
Moreover, considering the needs of students with ASD to survive their daily
activities, they must learn DLS functionality. is is supported by the study by Brown
et al. (1979) and Volkmar and Wiesner (2009), which states that daily living skills are
among the functional skills required for success in today’s and tomorrow’s environments.
ey include tasks performed in the home, at work, and in the community, allowing a
person to be as self-su cient as feasible.

Table 2. Association between the Teachers’ Extent of Use of the Video Modeling
Strategies in Teaching and the Performance of Students in Daily Living Skills
Variables r – value prob - value Remarks
Teacher’s extent of use of video
modelling 0.314* 0.040 Signi cant
Performance of students in DLS
* -Signi cant @ .05

Table 2 displays the relationship between the teachers’ use of video modeling
strategies in teaching and students’ performance in Daily Living Skills.
It can be gleaned from the table that teachers’ extent of use of video modelling
and students’ performance has an r-value of 0.314* with a p-value of 0.040, which
is below the signi cance level (p < 0.05), which shows a signi cant relationship. is
result means that the teacher’s extent of use of the video modeling strategies among the
learners in uenced the acquisition of daily living skills of the students as manifested
in the performance of the learners in DLS. erefore, the null hypothesis “ ere is
no signi cant relationship between the teachers’ extent of use of the video modeling
strategies in teaching and the performance of students in Daily Living Skills” is rejected.
e result is validated in a study by Yakuhavo, Hughes, and Shinaberry (2016). ey
have emphasized that video modeling can be used to improve individual success in the
classroom setting.
Further, Wilson (2013) proved in his study that using video modeling technology
in the classroom can lead to student success in both behavioral and academic areas. e
success of the video modeling learning tool among children with autism can be seen
across all grade levels and with students of varying abilities.
Considering all these contentions and the data presented, the teachers’ extent of use
of the video modeling strategies in teaching students has a positive e ect on students’
performance in Daily Living Skills.
Table 3. Problems Encountered by the Teachers in the Use of the video modeling
strategy in teaching Daily Living Skills to students with ASD
Problems Frequency Percentage
Scarcity of resources 2 4%
Lack of training 5 10%
Teachers attitude towards technology in the classroom 5 10%
Lack of time 3 6%
Not responded 35 70%

Table 3 presents the problems encountered by the teachers in the use of the video
modeling strategy in teaching Daily Living Skills to students with ASD. It shows in the
table that most of the teachers, with 35 out of the total population, did not encounter
problems in using the strategy in teaching DLS to ASD students. is connotes that
teachers can utilize the VM strategies and engage students with the strategy. Some
teachers emphasized two problems they have encountered, the “lack of Training” and
the “Teachers’ attitude towards technology in the classroom,” with the same frequency
and percentage of 5 or 10% of the teacher- respondents. is may result from the many
interventions to consider in teaching students with ASD. Considering that there are 26
interventions in the evidence-based practice as areas of training for Special educators
teaching ASD, there is limited training on video modeling. Moreover, the attitude of
teachers toward technology is one of the problems because teachers are overloaded with
so many computers work, like preparation of IEP, lessons, reports, and answering emails
from parents and others. Considering the bulk of work for teachers and the preparation
and time required in utilizing video modeling strategies is an additional burden for the
teachers.
In addition, cluster schools require direction and help in developing and
implementing appropriate solutions to ful ll the learning and behavioral needs of
children with ASD in inclusive settings.

CONCLUSION

e use of video modeling strategies in teaching Daily Living Skills is good for ASD
students’ learning and success.
It is challenging for teachers to use video modeling due to the lack of training on
the use of strategy and their attitude toward the technology being used.

RECOMMENDATIONS

1. e county should consider hiring older teachers with higher educational status
especially when ask to teach in the ASD program.
 2. e school should create a training plan speci cally for video modeling strategies
for their teachers to be more familiar in the use of VM.
3. e county should provide adequate video recording resources for teachers.

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