Using Video Modelling and Video Self-Modelling to Teach a Group of Young Adults with Intellectual Disabilities to Make Point of Sales Electronic Transactions

The ability to make purchases in community settings is highly advantageous as it allows individuals freedom of choice and the ability to function within their own community. Independence and autonomy is especially important for individuals with intellectual disabilities (ID’s), however prerequisite knowledge of money concepts required for making cash purchases may be too complex for individuals with cognitive challenges. The use of EFTPOS cards to make purchases is a comparatively easy process with limited prerequisite skills required therefore, is an ideal starting point for teaching purchasing skills to individuals with cognitive challenges. Video modelling (VM) and video self-modelling (VSM) procedures have shown to be effective and efficient instructional techniques for teaching various skills to individuals with ID’s however, research on the effectiveness and efficiency of these procedures with individuals with Down syndrome (DS) or with EFTPOS purchases is minimal. This study aimed to examine the effectiveness of VM and VSM interventions in teaching independent EFTPOS purchasing skills to 6 young adults with DS using a non-concurrent within-participant design. The results indicates that both VM and VSM interventions were effective and efficient as all 6 participants exhibited increases in task acquisition with the introduction of the intervention, and 5 of the 6 were able to consistently use their EFTPOS cards to purchase chosen items throughout intervention and follow-up generalisation probes (2 weeks postintervention). Therefore, this study suggests both VM and VSM may be equally effective for teaching young adults with DS EFTPOS purchasing skills in community stores