DETERMINING THE EFFICACY OF USING VIDEO MODELING TECHNIQUES IN DEVELOPING LIFE SKILLS AMONG CHILDREN WITH MILD AND MODERATE INTELLECTUAL DISABILITIES IN THE GOVT. INSTITUTIONS OF SPECIAL EDUCATION

Abstract

The study investigates the efficacy of video modeling (VM) techniques in developing life skills among children with mild and moderate intellectual disabilities (MMID) in government institutions of special education in Punjab, Pakistan. Video modeling, a visual-based teaching method, has gained traction as a tool for improving functional skills, including hygiene, grooming, table manners, safety, and social interactions. This study utilized a single-subject experimental design involving ten children (five mild, five moderate) to examine their skill development across pre-intervention, during-intervention, and post-intervention phases. Three checklists were employed to evaluate the effectiveness of the intervention. Results showed significant improvement in the acquisition of life skills, particularly in social skills, with children performing better in post-intervention compared to pre-intervention trials. A repeated-measures analysis revealed that performance improved across trials, affirming the long-term benefits of VM. Paired-sample t-tests also showed a significant improvement in overall life skills from pre-intervention (M = 52.56, SD = 4.563) to post-intervention (M = 58.80, SD = 4.651), t = -0.248, p < .001, Cohen's d = 0.89. The study concludes that VM is a cost-effective and scalable solution for teaching essential life skills, recommending its broader application in educational settings. The study also highlights the need for specialized teacher training and future research on VM’s long-term retention and broader applications.