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Effectiveness of animation-based video modeling on daily living skills teaching to individuals with intellectual disabilities

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Abstract

The aim of the study was to investigate the effectiveness of an animation-based teaching package on the acquisition of three daily living skills based on the performance of three middle school students with mild or moderate intellectual disability. An animation-based teaching package was designed to include explicit instructional procedures and was developed and tested by the researchers within the scope of the study in order to meet the specific needs of the target group. A multiple probe across behaviors design was applied for this single-subject research in order to investigate the effect of an animation-based daily life skills teaching package on the learning of culinary skills by three middle school students with ID. The culinary skills were sandwich preparation, brewing tea, and pouring tea. The participants in the study showed overall improvement in their task performance following the intervention. The results revealed animation-based video modeling to be an effective method in improving the acquisition of daily living skills. Animation-based teaching may be used as a means to teach effective daily living skills to students with ID.

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Data availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

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Funding

This work was supported by the Scientific and Technological Research Council of Turkey (TUBITAK) under Grant number 120K064.

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Authors and Affiliations

  1. Department of Special Education, Aksaray University, Adana Yolu Üzeri E-90 Karayolu 7. Km, Aksaray, 68100, Turkey

    Gülistan Yalçın, Onur Emre Kocaöz & Tugba Kamali Arslantas

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  1. Gülistan Yalçın
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  2. Onur Emre Kocaöz
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  3. Tugba Kamali Arslantas
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Correspondence to Tugba Kamali Arslantas.

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Yalçın, G., Kocaöz, O.E. & Arslantas, T.K. Effectiveness of animation-based video modeling on daily living skills teaching to individuals with intellectual disabilities. Educ Inf Technol 28, 16233–16254 (2023). https://doi.org/10.1007/s10639-023-11863-w

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