scholarly journals Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills

2016 ◽  
Vol 9 (4) ◽  
pp. 384-388 ◽  
Author(s):  
Catarina Aldi ◽  
Alexandra Crigler ◽  
Kelly Kates-McElrath ◽  
Brian Long ◽  
Hillary Smith ◽  
...  
Keyword(s):  
Activities Of Daily Living ◽  
Video Modeling ◽  
Daily Living ◽  
Daily Living Skills ◽  
Living Skills

The Residential Summer Camp—A Vehicle for Promoting Daily Living Skills

1979 ◽  
Vol 73 (9) ◽  
pp. 367-371
Author(s):  
Sheldon Maron ◽  
Therese Hassler
Keyword(s):  
Activities Of Daily Living ◽  
Daily Living ◽  
Summer Camp ◽  
Learning Experience ◽  
Low Pressure ◽  
Daily Living Skills ◽  
Living Skills ◽  
Visually Handicapped ◽  
Competitive Nature

Mastering activities of daily living (ADL) is essential for all children, especially those who are visually handicapped. In an eight-week, residential summer camp program, ADL was offered as part of the regular program and it was found that campers of varying ages consistently indicated that this was a most worthwhile learning experience. Due to their low pressure, less competitive nature, camps may represent an excellent vehicle for promoting these skills, and their use for such a purpose merits further exploration.

Teaching Daily Living Skills to Seven Individuals With Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling

2011 ◽  
Vol 13 (3) ◽  
pp. 144-153 ◽  
Author(s):  
Helen I. Cannella-Malone ◽  
Courtney Fleming ◽  
Yi-Cheih Chung ◽  
Geoffrey M. Wheeler ◽  
Abby R. Basbagill ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Video Modeling ◽  
Daily Living ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Severe Intellectual Disabilities ◽  
Living Skills

scholarly journals Strategi Mengajarkan Keterampilan Hidup Sehari-Hari Untuk Anak dan Remaja Dengan Retardasi Mental: Sebuah Review Literatur

2021 ◽  
Vol 6 (2) ◽  
pp. 50-61
Author(s):  
Wiyanti Maratus Sholihah
Keyword(s):  
Mental Retardation ◽  
Time Delay ◽  
Children And Adolescents ◽  
Video Modeling ◽  
Daily Living ◽  
Life Skills ◽  
Daily Life ◽  
Constant Time Delay ◽  
Daily Living Skills ◽  
Living Skills

Abstract Educational programs for students with mental retardation emphasize the preparation of students to live independently after finishing school. One educational strategy for children and adolescents with mental retardation is to teach daily life skills. The purpose of this study is to conduct a literature review on strategies to teach daily life skills to children and adolescents with mental retardation. Literature searches were carried out on seven databases, namely ERIC, SpringerLink, ScienceDirect, SAGE, JSTOR, Emerald Insight and Google Schoolar. The keywords used in this search are "teaching daily living skills" and "mental retardation"; "Teaching daily living skills" and "intellectual disability". A total of 5 articles (N = 614) will be reviewed through a screening process based on inclusive and exclusive criteria. The results show that there are strategies to teach daily life skills to children and adolescents with mental retardation by using video prompting, video modeling, constant-time delay and most-to-least prompt. Keyword: daily living skills; mental retardation; video prompting; video modeling; constant-time delay; most-to-least prompt procedures; literature review

scholarly journals The Effect of Video Modeling and Video Prompting Interventions on Individuals With Intellectual Disability: A Systematic Literature Review

2018 ◽  
Vol 34 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Jiyoon Park ◽  
Emily Bouck ◽  
Ana Duenas
Keyword(s):  
Intellectual Disability ◽  
Literature Review ◽  
Video Modeling ◽  
Daily Living ◽  
Constant Time Delay ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Different Types ◽  
Based Instruction ◽  
Living Skills

A popular technology-based intervention is video-based instruction (VBI). VBI is known to be effective in teaching various skills to individuals with intellectual disability. Although many researchers have taught this population various skills using video modeling and/or prompting, none have conducted a literature review for this population. The purpose of this review was to analyze different types of VBI (i.e., video modeling, video prompting) used in intervention research, the skills taught using these methods, and their effectiveness. The findings demonstrate both video modeling and video prompting were used to similar extents, daily/living skills were taught more often, and many studies combined video modeling or video prompting interventions with additional strategies (e.g., error correction, constant time delay).

scholarly journals Evaluation of Hand Strength, Handwriting, and Functional Skills in Children with Developmental Coordination Disorder (DCD)

2020 ◽  
Vol 11 (4) ◽  
pp. 6347-6350
Author(s):  
Ganapathy Sankar U ◽  
Monisha R
Keyword(s):  
Activities Of Daily Living ◽  
Grip Strength ◽  
Daily Living ◽  
Developmental Coordination Disorder ◽  
Daily Living Skills ◽  
Hand Strength ◽  
Pinch Strength ◽  
Functional Skills ◽  
Living Skills ◽  
Coordination Disorder

Dysgraphia and difficulty in activities of daily living skill are well documented in the research database as impairments affecting children with developmental coordination disorder. Pinch and grip strength has a predominant role in various activities of daily living skills, and a child can fulfil the playing skill only with good pinch and grip strength. To estimate hand strength evolution difference in children with developmental coordination disorder and to analyze the correlations in grip and pinch strength, handwriting and its components, and activities of daily living skills in children with and without developmental coordination disorder. Twenty children were selected and assigned into two groups, typically developing children and children with DCD. Each child was evaluated with pinch and grip strength, handwriting speed and legibility, pencil grip, and levels of performance in functional skills. When considering the strength development pattern, there exists a similar trend in children with and without DCD. Grip strength is having a perfect correlation with pencil control in both children with and without DCD. Handwriting is poor in the children with DCD but not in children without DCD. This study provides evidence that grip and pinch strength are important components when considering therapeutic intervention for enhancing handwriting skill in children with DCD.

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