Comparing the Effectiveness of Two Video Fading Procedures for Teaching Students with Developmental Disabilities Daily Living Skills

This study used an adapted alternating treatments design to compare the effectiveness of two different procedures for fading video prompts for teaching two individuals with developmental disabilities and moderate intellectual disability to independently perform two different daily living tasks. The tasks were systematically faded from video prompts to video models or from video prompts to picture prompts. Results indicated that both methods of fading were effective for increasing the participants' level of correct, independent performance. However, all four participants scored higher on their posttests for the skill taught through the video modeling condition. Students' preferences in relation to their performance and teachers' perspectives of the video instruction are also discussed. Implications for practice and future research are included.

Automated summary

This study compared the effectiveness of two different methods of fading video prompts for teaching individuals with developmental disabilities and moderate intellectual disability to independently perform daily living tasks. The results showed that both methods were effective in increasing participants' level of correct, independent performance, with the video modeling method being more effective.