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Teaching meal preparation tasks to moderately mentally retarded people using video modeling

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Document pages: 9 pages

Abstract: A three repeated AB design was conducted in a single subject study of four adolescents with multiple disabilities (including moderate cognitive impairment) to demonstrate the effectiveness of video modeling and video prompt intervention in teaching food preparation skills. Each participant was taught to prepare different foods using a task analysis consisting of 50 to 64 steps. In the 12 training courses, each participant met the standard performance and completed at least 90 of the cooking task steps independently. Three quarters of the participants maintained their food preparation skills in the maintenance survey 6 weeks after the end of the guidance. The fourth participant independently completed 89 of the task steps during the maintenance survey. The findings of this studyy are consistent with those of earlier studies and suggest that video modeling may be a very effective and efficient method for promoting independence, participation, and self-determination among individuals with moderate intellectual disabilities. This study extends the literature base by focusing on longer, more complex meal preparation tasks than earlier studies.

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