The effectiveness of video modelling in teaching farming skills to individuals with intellectually disabled

The study examines the effectiveness of video modelling in teaching individuals with mild intellectual disability how to grow seedlings, as a basic farming skill. Furthermore the persistence and generalization of the acquired skill was examined. In addition the study evaluates, to what extent participants acquired non-target information presented through the videos, and it evaluates the opinions of the participants' tutors and families regarding the teaching method and the target skills. The study used a single-subject design with a multiple baseline model with probe conditions across participants. The participants were one boy and two girls from 18 to 22 years of age, all with intellectual disabilities. The findings of the study show that video modelling was effective in teaching intellectually-disabled individuals to grow seedlings, and that the acquired skills to grow seedlings remained intact even 1, 2 and 4 weeks after the teaching process came to an end. In assessing the generalization of the skill, two of the participants were able to generalize the skill they learned to a different quantity, setting and using different tools. The collected data showed that the participants acquired 70% and 80% of the non-target information respectively. Social validity findings of the study showed that both families and tutors expressed positive opinions regarding the functionality of the skills taught and the practicality of the method used, as it was easy to remember because of the repeatability of the method, and the suitability for teens with an interest in computers, as well the purpose of making them a member of society.