Developing adaptive behavioral skills (ABS) in students with intellectual disabilities is the urgent task of the modern medical community since the number of stakeholders is significant. According to Singer, Agran, and Spooner (2017), evidence-based practice steps described in academic literature make it possible to find and study appropriate intervention strategies where much attention is paid to the ways of interacting with people with such disorders. Despite the fact that these practices are innovative and not widespread, their use in remedial pedagogy may have positive results for the development of the cognitive and behavioral skills of people with intellectual disabilities. This work is aimed at describing the current methods of helping students with mental disorders and analyzing the effectiveness of such techniques as computer-based interventions, video prompting, and video modeling.
Computer-Based Interventions
One of the most effective and progressive ways of working with students with intellectual disabilities are those activities that are based on computer interventions and visual effects utilized to influence adaptive functions. The whole process includes a set of visual and sound effects, which, in turn, give patients an opportunity to form behavioral skills in accordance with a pre-designed care program. As Rivera, Jabeen, and Mason (2016) note, this method of influencing patients with intellectual disabilities contributes to developing those adaptive functions that are required in everyday life and help to communicate with people. In addition, the authors argue that computer interventions allow organizing both a learning and research process by analyzing and evaluating the progress of individual students and their indicators (Rivera et al., 2016). It has a positive impact on the development of this area of correctional pedagogy and provides an opportunity to improve the existing intellectual base. Therefore, specific results can be assessed, and the intervention program may be adjusted and adapted to specific patients timely.
This field of activity has not probably been studied enough to draw conclusions about its unconditional effectiveness and superiority over other assistance programs. Nevertheless, Rivera et al. (2016) argue that conducted studies prove the relevance of such an intervention technique and provide examples of the successful outcomes of remedial work. In particular, such routine procedures as cooking, using public transport, and other actions are considered the areas for computer-based interventions. One of the obvious advantages of this approach to teaching students is that there are no age restrictions, and different young people may take part in specialized support courses. This fact expands the potential range of interventions significantly and allows involving a large number of people in need.
The effects of observational learning are those research factors that deserve additional evaluation and analysis in academic literature. The modern computer sphere and its capabilities are not explored comprehensively and thoroughly enough in order to assert a fundamentally innovative nature. Digital learning tools as the main instruments of educational and correctional interventions are not always perceived objectively due to their non-standard approaches and methods. At the same time, the multimedia functions used in this approach to affecting the behavioral skills of students with intellectual disabilities are promising practices. Such alternative interventions can be widely spread due to the globalization of computers; therefore, the involvement of young people in such work is the logical outcome of progress in both the field of medicine and technology. In order to avoid the lack of information in this area, more research is required with students of different ages and varying degrees of disorders. It will help reveal the potential of computer-based interventions and become the basis for the development of this branch of remedial pedagogy, which is the logical outcome of the movement towards progress.
Video-Based Instruction
Based on the study of the existing digital methodologies for helping students with intellectual disabilities, there are programs that involve using video materials. One of these practices is video-based instruction, and according to Gardner and Wolfe (2015), it is divided into two types – video prompting and video modeling. The first method involves the consistent performing of those actions that are shown to students. All procedures are carried out in stages, and participants in such programs have an opportunity to interact with their supervisors. Video modeling is an imitation practice where the members of intervention groups try to replicate the targeted skills that they watch in special training videos. Both principles are highly effective due to the possibility of feedback and constant repetition of instructions, which, in turn, encourages participants to more productive learning of the proposed materials. Therefore, the alternate introduction of these educational forms may have a significant positive impact and help the members of target groups to socialize.
Video Prompting
This method of helping students with particular intellectual disabilities has proven its effectiveness through clinical tests. Park, Bouck, and Duenas (2018) note that this practice is widely used for teaching young people important behavioral adaptive skills and helping people with mental disorders fulfill their daily needs. Opportunities for acquiring essential knowledge and skills through the systematic training of certain steps make it possible to instill in students those functions that stimulate their addiction to routine activities and help speed up the socialization process. The researchers also note that the phased implementation of specific actions is more effective for the target group in question than an attempt to complete one full-fledged task (Park et al., 2018). Special principles and technologies utilized in such work allow participants in correctional programs to learn particular materials and use all the acquired skills properly.
Various arguments may be presented in support of the effectiveness of this assistance method. According to Park et al. (2018), video prompting can be expressed in the form of auto-suggestion, which is a valuable practice for acquiring relevant life and working skills. A certain target behavior develops, essential attainments are acquired, and students with intellectual disabilities go through all those educational techniques that contribute to their social adaptation. Moreover, such interventions are aimed not a short-term effect but at a long-term perspective. Training is accompanied by practical exercises that allow consolidating the material covered. By repeating certain actions constantly and following the advice and recommendations of curators allows the participants of correctional programs to memorize those materials that they perceive visually and to utilize similar behaviors, thereby achieving the desired result. Consequently, the members of target groups acquire those skills that they can use every day until old age, without experiencing discomfort. Therefore, this principle of interaction and learning is a valuable methodology in terms of the outcomes of the intervention.
Video Modeling
Targeted interventions based on video modeling are those techniques that stimulate the development of specific behavioral skills among students with intellectual disabilities. The repetition of certain actions demonstrated in special educational materials contributes to the effective assimilation of particular actions and their application in everyday life. According to Wynkoop, Robertson, and Schwartz (2018), this assistance strategy has a number of merits in the context of working with the audience in question. In particular, the authors suggest that this practice may be used repeatedly, which enhances the degree of perception and stimulates longer memorization (Wynkoop et al., 2018). In other words, the more often students with mental disorders repeat the behaviors that are shown to them, the higher is the likelihood that they will use the presented skills correctly and regularly. The absence of the need for close interaction allows practitioners to focus on evaluating the results of interventions and avoid the lengthy explanations of particular tasks.
Among the skills that students with intellectual disabilities acquire, valuable communication attainments develop, for instance, learning to greet, cook, and other necessary habits. The long-term preservation of skills is achieved through regular video sessions, and exercises aimed at imitating behavioral patterns are conducted at a certain frequency. As a result, the target audience of students with intellectual disorders has an ability to adapt to life in society and develop those skills that could help them interact with both family members and strangers. Moreover, additional attainments are acquired, for instance, those social patterns that help students with disorders interact with one another and other people. An opportunity to utilize these skills in appropriate situations characterizes the success of specific procedures and their importance in the field of remedial pedagogy. Both the video teaching principles discussed can be valuable practices for supporting the lives of students with intellectual disabilities.
References
Gardner, S. J., & Wolfe, P. S. (2015). Teaching students with developmental disabilities daily living skills using point-of-view modeling plus video prompting with error correction. Focus on Autism and Other Developmental Disabilities, 30(4), 195–207.
Park, J., Bouck, E., & Duenas, A. (2018). The effect of video modeling and video prompting interventions on individuals with intellectual disability: A systematic literature review. Journal of Special Education Technology, 34(1), 3-16.
Rivera, C. J., Jabeen, I., & Mason, L. L. (2016). The effects of a computer-based video intervention to teach literacy skills to a student with a moderate intellectual disability. Interaction Design and Architecture(s), 28(1), 85-102.
Singer, G. H. S., Agran, M., & Spooner, F. (2017). Evidence-based and values-based practices for people with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(1), 62-72.
Wynkoop, K. S., Robertson, R. E., & Schwartz, R. (2018). The effects of two video modeling interventions on the independent living skills of students with autism spectrum disorder and intellectual disability. Journal of Special Education Technology, 33(3), 145-158.