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The Effectiveness of Video Modelling to Teach Hotel Housekeeping Skills to Individuals with Intellectual Disabilities

Yıl 2019, Cilt: 20 Sayı: 3, 471 - 499, 01.09.2019
https://doi.org/10.21565/ozelegitimdergisi.468778

Öz

The aim of this study was to evaluate the effectiveness of video modelling in teaching hotel house-keeping skills
to adults with intellectual disabilities and to assess the acquisition of video-based non-target information. A
multiple probe across behaviours design was used. 4 adults with intellectual disabilities participated in the study.
Baseline, probe, intervention, maintenance and generalization sessions were conducted. Results indicated that
video modelling was effective in teaching hotel house-keeping skills to adults with intellectual disabilities.
Moreover, the acquired hotel house-keeping skills were maintained over time and generalized across settings and
materials. The assessment of video based non-target skills data showed that participants acquired the non-target
information with the range from 33% to 100%. In conclusion video modelling can be used effectively in teaching
vocational skills to adults with intellectual disabilities. 

Kaynakça

  • Akmanoglu N, & Tekin-Iftar E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15(2), 205-222. https://doi.org/10.1177/1362361309352180
  • Allen K. D., Wallace D.., Greene D. J., Bowen S. L., & Burke, R. V. (2010a) Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25(3), 186-192. https://doi.org/10.1177/1088357610377318
  • Allen, K. D., Wallace D. P., Renes, D., Bowen, S. L., & Burke, RV. (2010b) Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33(3), 339-349. https://doi.org/10.1353/etc.0.0101
  • Bidwell, M. A., & Rehfeldt, R. A. (2004). Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation. Behavioral Interventions, 19(4), 263–274. https://doi.org/10.1002/bin.165
  • Billingsley F., White O. R., & Munson, R. (1980) Procedural reliability: A rationale and an example. Behavioral Assessment, 2(2), 229-241.
  • Cavkaytar, A. (2012). Teaching cafe waiter skills to adults with intellectual disability: A real setting study. Education and Training in Autism and Developmental Disabilities, 47(4), 426-437. Retrieved from http://www.jstor.org/stable/23879636
  • Corbett, B. A. (2003). Video modelling: A window into the world of autism. The Behaviour Analyst Today, 4(3), 367-377. http://dx.doi.org/10.1037/h0100025.
  • Delano M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education 28(1), 33-42. https://doi.org/10.1177/0741932507028001040
  • English, D. L., Gounden, S., Dagher, R. E., Chan, S. F., Furlonger, B. E., Anderson, A. et al. (2017). Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder. Developmental Neurorehabilitation, 20(8), 511-524. http://dx.doi.org/10.1080/17518423.2017.1282051
  • Falkenstine, K. J, Collins, B. C., Schuster, J.W., & Kleinert, H. (2009). Presenting chained and discrete tasks non-targeted information when teaching discrete academic skills through small group instruction. Education and Training in Developmental Disabilities, 44(1),127-142. Retrieved from http://www.jstor.org/stable/24233469
  • Fetko, K. S., Schuster, J. W., Harley, D. A., & Collins, B. C. (1999). Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34(3),318-329. https://www.jstor.org/stable/23879784
  • Gast D. L., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In: D.L., Gast, & J. R., Leadford, (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 251-296). New York: Routledge.
  • Gursel, O., Tekin-Iftar, E., & Bozkurt F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquiring non-target skills through learning and instructive feedback. Education and Training in Developmental Disabilities, 41(3),225–243. Retrieved from http://www.jstor.org/stable/23880197.
  • Hine J. F., & Wollery, M. (2006). Using point of view video modeling to teach play to pre-schoolers with autism. Topics in Early Childhood Special Education 26(2),83–93. https://doi.org/10.1177/02711214060260020301
  • Kellems, R. O., & Morningstar M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals 35(3),155-167. https://doi.org/10.1177/0885728812443082
  • Laarhoven, T.V., Johnson J.W., Laarhoven-Myers, T. V., Grider, K.L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18(2),119–141.https://doi.org/10.1007/s10864-009-9077-6
  • Laarhoven, T. V., Laarhoven- Myers, T.V., & Zurita, L. M. (2007). The effectiveness of using a pocket PC as a video modeling and feedback device for individuals with developmental disabilities in vocational settings. Assistive Technology Outcomes and Benefits, 4(1), 28-45.
  • Litras, S., Moore, D.W., & Anderson, A. (2010). Using video self modelled social stories to teach social skills to a young child with autism. Autism Research and Treatment, 1-9. http://dx.doi.org/10.1155/2010/834979
  • Maciag, K. G., Schuster J.W., Collins, B.C., & Cooper, J. T. (2000). Training adults with moderate and severe mental retardation in a vocational skill using a simultaneous prompting procedure. Education and Training in Mental Retardation and Developmental Disabilities, 35(3), 306-316. Retrieved from https://www.jstor.org/stable/23879652
  • Mechling, L.C., & Collins, T.S. (2012). Comparison of the effects of video models with and without verbal cueing on task completion by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 47(2), 223-235. Retrieved from http://www.jstor.org/stable/23880102
  • Mechling, L. C., Gast, D. L, & Gustafson, M. R. (2009). Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities. Education and Training in Developmental Disabilities,44(1), 67-79. Retrieved from http://www.jstor.org/stable/24233464
  • Mechling, L.C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42(1), 24-37.  Retrieved from http://www.jstor.org/stable/23880136
  • Nikopoulos C., & Keenan M. (2006). Video modeling and behaviour analysis: A guide for teaching social skills to children with autism. London: Jessica Kingsley Publishers.
  • Parrot K. A., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Simultaneous prompting and instructive feedback when teaching chained tasks. Journal of Behavioral Education, 10(1), 3-19. https://doi.org/10.1023/A:1016639721684
  • Rausa V. C., Moore, D. W., & Anderson, A. (2015). Use of video modelling to teach complex and meaningful job skills to an adult with autism spectrum disorder. Developmental Neurorehabilitation, 19(4), 267-274. https://doi.org/10.3109/17518423.2015.1008150
  • Rehfeldt, R. A., Dahman, D., Young, A., Cherry, H., & Davis, P. (2003). Teaching a simple meal preparation skill to adults with moderate and severe mental retardation using video modeling. Behavioral Interventions, 18(3), 209-218. https://doi.org/10.1002/bin.139
  • Taber-Doughty T., Patton S. E., & Brennan, S. (2008). Simultaneous and delayed video modeling: An examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 1-18. https://doi.org/10.1177/016264340802300101
  • Tekin-İftar E. (2012). Çoklu yoklama modelleri [Multiple probe designs]. E. Tekin-İftar (Ed.), in Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (pp. 217-254). Ankara: Türk Psikologlar Derneği Yayınları [Ankara, Turkey: Turkish Psychological Association Publications].
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2016). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education (3.baskı) [3rd ed.]. Ankara: Vize Yayıncılık [Ankara, Turkey: Vize Publications].
  • Verdonschot, M. M., De Witte, L.P, Reichrath E, Buntinx, W. H. E., & Curfs, L. M., (2009). Community participation of people with an intellectual disability: a review of empirical findings. Journal of Intellectual Disability Research,53 (4),303-318. https://doi.org/10.1111/j.1365-2788.2008.01144.x
  • Wert, B.Y., & Neiswort, J. T. (2003). Effects of video self modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions,5(1), 30-34. https://doi.org/10.1177/10983007030050010501
  • Werts, M.G., Wolery, M., Holcombe, A., & Gast, D. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5(1), 55-75. https://doi.org/10.1007/BF02110214

Zihinsel Yetersizliği Olan Bireylere Otel Kat Hizmetleri Becerilerinin Öğretiminde Videoyla Model Olma Uygulamasının Etkililiği

Yıl 2019, Cilt: 20 Sayı: 3, 471 - 499, 01.09.2019
https://doi.org/10.21565/ozelegitimdergisi.468778

Öz











Bu araştırmanın amacı, zihinsel yetersizliği olan bireylere otel kat hizmetleri becerilerinin öğretiminde videoyla
model olma uygulamasının etkililiğini ve bu bireylerin video aracılığı ile sunulan hedeflenmeyen bilgi kazanım
düzeylerini belirlemektir. Ayrıca çalışmada deneklerin öğretmenlerinin ve hedef becerileri içeren meslek dalında
görevli personelin çalışma hakkındaki görüşleri de değerlendirilmiştir. Araştırma tek denekli araştırma
yöntemlerinden davranışlar arası yoklama evreli çoklu yoklama modeli ile gerçekleştirilmiştir. Araştırmaya iş
okuluna devam eden hafif düzeyde zihinsel yetersizliği olan 4 yetişkin öğrenci katılmıştır. Araştırmanın başlama,
yoklama, öğretim, izleme ve genelleme oturumları bir meslek lisesine ait uygulama otelinde gerçekleştirilmiştir.
Araştırmanın bulguları, videoyla model olma uygulamasının zihinsel yetersizliği olan bireylere otel kat hizmetleri
becerilerinin ediniminde, kalıcılığının sağlanmasında ve edinilen becerilerin farklı ortam ve araç-gereçlere
genellenmesinde etkili olduğunu göstermiştir. Video aracılığı ile sunulan hedeflenmeyen bilgi kazanım düzeyine
ilişkin bulgular ise, araştırmaya katılan deneklerin hedeflenmeyen bilgi kazanımını ortalama %81 (ranj= %33-
%100) doğruluk düzeyinde gerçekleştirdiklerini göstermektedir.

Kaynakça

  • Akmanoglu N, & Tekin-Iftar E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15(2), 205-222. https://doi.org/10.1177/1362361309352180
  • Allen K. D., Wallace D.., Greene D. J., Bowen S. L., & Burke, R. V. (2010a) Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus on Autism and Other Developmental Disabilities, 25(3), 186-192. https://doi.org/10.1177/1088357610377318
  • Allen, K. D., Wallace D. P., Renes, D., Bowen, S. L., & Burke, RV. (2010b) Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33(3), 339-349. https://doi.org/10.1353/etc.0.0101
  • Bidwell, M. A., & Rehfeldt, R. A. (2004). Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation. Behavioral Interventions, 19(4), 263–274. https://doi.org/10.1002/bin.165
  • Billingsley F., White O. R., & Munson, R. (1980) Procedural reliability: A rationale and an example. Behavioral Assessment, 2(2), 229-241.
  • Cavkaytar, A. (2012). Teaching cafe waiter skills to adults with intellectual disability: A real setting study. Education and Training in Autism and Developmental Disabilities, 47(4), 426-437. Retrieved from http://www.jstor.org/stable/23879636
  • Corbett, B. A. (2003). Video modelling: A window into the world of autism. The Behaviour Analyst Today, 4(3), 367-377. http://dx.doi.org/10.1037/h0100025.
  • Delano M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education 28(1), 33-42. https://doi.org/10.1177/0741932507028001040
  • English, D. L., Gounden, S., Dagher, R. E., Chan, S. F., Furlonger, B. E., Anderson, A. et al. (2017). Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder. Developmental Neurorehabilitation, 20(8), 511-524. http://dx.doi.org/10.1080/17518423.2017.1282051
  • Falkenstine, K. J, Collins, B. C., Schuster, J.W., & Kleinert, H. (2009). Presenting chained and discrete tasks non-targeted information when teaching discrete academic skills through small group instruction. Education and Training in Developmental Disabilities, 44(1),127-142. Retrieved from http://www.jstor.org/stable/24233469
  • Fetko, K. S., Schuster, J. W., Harley, D. A., & Collins, B. C. (1999). Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34(3),318-329. https://www.jstor.org/stable/23879784
  • Gast D. L., & Ledford, J. R. (2014). Multiple baseline and multiple probe designs. In: D.L., Gast, & J. R., Leadford, (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 251-296). New York: Routledge.
  • Gursel, O., Tekin-Iftar, E., & Bozkurt F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquiring non-target skills through learning and instructive feedback. Education and Training in Developmental Disabilities, 41(3),225–243. Retrieved from http://www.jstor.org/stable/23880197.
  • Hine J. F., & Wollery, M. (2006). Using point of view video modeling to teach play to pre-schoolers with autism. Topics in Early Childhood Special Education 26(2),83–93. https://doi.org/10.1177/02711214060260020301
  • Kellems, R. O., & Morningstar M. E. (2012). Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders. Career Development and Transition for Exceptional Individuals 35(3),155-167. https://doi.org/10.1177/0885728812443082
  • Laarhoven, T.V., Johnson J.W., Laarhoven-Myers, T. V., Grider, K.L., & Grider, K. M. (2009). The effectiveness of using a video iPod as a prompting device in employment settings. Journal of Behavioral Education, 18(2),119–141.https://doi.org/10.1007/s10864-009-9077-6
  • Laarhoven, T. V., Laarhoven- Myers, T.V., & Zurita, L. M. (2007). The effectiveness of using a pocket PC as a video modeling and feedback device for individuals with developmental disabilities in vocational settings. Assistive Technology Outcomes and Benefits, 4(1), 28-45.
  • Litras, S., Moore, D.W., & Anderson, A. (2010). Using video self modelled social stories to teach social skills to a young child with autism. Autism Research and Treatment, 1-9. http://dx.doi.org/10.1155/2010/834979
  • Maciag, K. G., Schuster J.W., Collins, B.C., & Cooper, J. T. (2000). Training adults with moderate and severe mental retardation in a vocational skill using a simultaneous prompting procedure. Education and Training in Mental Retardation and Developmental Disabilities, 35(3), 306-316. Retrieved from https://www.jstor.org/stable/23879652
  • Mechling, L.C., & Collins, T.S. (2012). Comparison of the effects of video models with and without verbal cueing on task completion by young adults with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 47(2), 223-235. Retrieved from http://www.jstor.org/stable/23880102
  • Mechling, L. C., Gast, D. L, & Gustafson, M. R. (2009). Use of video modeling to teach extinguishing of cooking related fires to individuals with moderate intellectual disabilities. Education and Training in Developmental Disabilities,44(1), 67-79. Retrieved from http://www.jstor.org/stable/24233464
  • Mechling, L.C., & Ortega-Hurndon, F. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42(1), 24-37.  Retrieved from http://www.jstor.org/stable/23880136
  • Nikopoulos C., & Keenan M. (2006). Video modeling and behaviour analysis: A guide for teaching social skills to children with autism. London: Jessica Kingsley Publishers.
  • Parrot K. A., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Simultaneous prompting and instructive feedback when teaching chained tasks. Journal of Behavioral Education, 10(1), 3-19. https://doi.org/10.1023/A:1016639721684
  • Rausa V. C., Moore, D. W., & Anderson, A. (2015). Use of video modelling to teach complex and meaningful job skills to an adult with autism spectrum disorder. Developmental Neurorehabilitation, 19(4), 267-274. https://doi.org/10.3109/17518423.2015.1008150
  • Rehfeldt, R. A., Dahman, D., Young, A., Cherry, H., & Davis, P. (2003). Teaching a simple meal preparation skill to adults with moderate and severe mental retardation using video modeling. Behavioral Interventions, 18(3), 209-218. https://doi.org/10.1002/bin.139
  • Taber-Doughty T., Patton S. E., & Brennan, S. (2008). Simultaneous and delayed video modeling: An examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 1-18. https://doi.org/10.1177/016264340802300101
  • Tekin-İftar E. (2012). Çoklu yoklama modelleri [Multiple probe designs]. E. Tekin-İftar (Ed.), in Eğitim ve davranış bilimlerinde tek-denekli araştırmalar (pp. 217-254). Ankara: Türk Psikologlar Derneği Yayınları [Ankara, Turkey: Turkish Psychological Association Publications].
  • Tekin-İftar, E., & Kırcaali-İftar, G. (2016). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education (3.baskı) [3rd ed.]. Ankara: Vize Yayıncılık [Ankara, Turkey: Vize Publications].
  • Verdonschot, M. M., De Witte, L.P, Reichrath E, Buntinx, W. H. E., & Curfs, L. M., (2009). Community participation of people with an intellectual disability: a review of empirical findings. Journal of Intellectual Disability Research,53 (4),303-318. https://doi.org/10.1111/j.1365-2788.2008.01144.x
  • Wert, B.Y., & Neiswort, J. T. (2003). Effects of video self modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions,5(1), 30-34. https://doi.org/10.1177/10983007030050010501
  • Werts, M.G., Wolery, M., Holcombe, A., & Gast, D. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5(1), 55-75. https://doi.org/10.1007/BF02110214
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

H. Deniz Değirmenci 0000-0002-1053-4095

Arzu Özen 0000-0002-5321-4892

Yayımlanma Tarihi 1 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 3

Kaynak Göster

APA Değirmenci, H. D., & Özen, A. (2019). The Effectiveness of Video Modelling to Teach Hotel Housekeeping Skills to Individuals with Intellectual Disabilities. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(3), 471-499. https://doi.org/10.21565/ozelegitimdergisi.468778




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