Video Modeling vs. Video Prompting with Task Analysis: Which one do students with ID respond better to?

Video modeling and video prompting have been used throughout the history of education. Video modeling is used to demonstrate the target skill to the student and have the student model the skill. Video prompting is used to show the student a certain portion of the target skill and have them perform the target skill after all video prompts are seen. Students with an intellectual disability have shown progress when educators have used either of these methods. Within the current research for the comparison for video modeling and video prompting, there has been only one study utilizing a task analysis. This research study is being conducted to investigate which method, video modeling or video prompting, students with an intellectual disability respond better to when the educator is teaching life skills. Since the teaching of life skills is a big component of the transition services within school systems, the researcher thought that it would be beneficial for there to be evidence of which method works better with students with disabilities of varying abilities. The researcher is collecting the data within a classroom for students with moderate or severe disabilities located in a rural middle school in the state of South Carolina. The researcher will have different students each day complete the task utilizing the video model or video prompt and then have students used the other method for a different task. This will allow the student to learn the skill rather than memorize what they are supposed to be doing. The researcher also used the method of constant time delay for the student with an intellectual disability to process the information being presented to them if they need more intensive instruction