An Evaluation of the Necessity of Video Model Components

Video modeling is a video that contains a demonstration of how to complete a task. Video modeling is documented as an effective strategy to train both children and adults, however it is unclear what instructional components are critical for effective and efficient learning. The purpose of this study is to evaluate the effects of providing non-examples following examples in a video model. Our study taught a prompting strategy called least to most (LTM) to undergraduate students. This is a common procedure that can be used with individuals with developmental disabilities in a variety of settings that involves transferring stimulus control from response prompts using the least amount of assistance. The current project utilized single-subject research design, specifically a multiple baseline design, to investigate the necessity of including non-examples and examples compared to including just examples when teaching the LTM prompting strategy to undergraduate student participants. The participants watched a video model of the prompting procedure with a confederate. Participants were randomly assigned to treatment conditions. In one condition participants viewed a video model with non-examples and examples of how to complete the LTM prompting strategy. In the other condition, participants viewed a video model that just included examples on how to complete the LTM prompting strategy. We anticipate that the condition with both non-examples and examples will be more effective in teaching undergraduate participants how to use the prompting strategy. Results of the current study will inform future work utilizing video modeling as an instructional tool when teaching adults interventions. These results will help identify the most effective and efficient training components for video modeling