ABSTRACT

The purpose of this study was to examine the effects of a video peer modeling intervention on daily living skill acquisition in children with developmental disabilities. Two children with developmental disabilities participated in the study, which was conducted using a single-subject research design. The study investigated changes in daily living skills when video peer modeling and visual supports were utilized. A multiple-probe design across behaviors design was employed to measure baselines and sequentially apply interventions to identify the functional relationship between specific behaviors and interventions. The study was conducted over a total of 33 sessions, divided into the following stages: institutional approval and participant recruitment, pre-intervention data collection, baseline, intervention, maintenance, and generalization phases. To enhance the effectiveness of the intervention strategies, visual supports were incorporated. The results indicated significant improvements in daily living skills for both children during the intervention phase, as well as the maintenance and generalization phases compared to the baseline. The findings of this study demonstrate that video peer modeling is effective in promoting daily living skills in children with developmental disabilities. Additionally, it offers a method for teaching independent daily living skills in various settings.

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