ABSTRACT

The purpose of this study was to examine the effects of video modeling combined with self-monitoring strategies on the recycling techniques of middle school students with intellectual disabilities. The research questions were as follows: First, how does the video modeling combined with self-monitoring strategies affect on recycling techniques of middle school students with intellectual disabilities? Second, how does the video modeling combined with self-monitoring strategies affect its maintenance and generalization of recycling techniques for an middle school studensts with intellectual disabilities? Three middle school students with intellectual disabilities, with an average age of 14.8, participated in the study. Multiple probe design across subjects were utilized for this study. The result of the study were as follows: video modeling combined with self-monitoring improved the recycling techniques of the participant. The effects were maintained after withdrawing the intervention. The average of non-overlapping data points(PND) was 100%, indicating a ‘high effective level’ intervention effect. The results of this study suggested that video modeling combined with self-monitoring strategies was an effective intervention enhancing recycling techniques for middle school students with intellectual disabilities. The results were maintained until two weeks later after intervention and were generalized to the home environment.

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