The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

School psychologists are well‐positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well‐being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabili...

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Bibliographic Details
Published in:Psychology in the schools 2020-09, Vol.57 (9), p.1439-1456
Main Authors: Bassette, Laura, Titus‐Dieringer, Shannon, Zoder‐Martell, Kim, Cremeans, McKenzie
Format: Article
Language:English
Subjects:
Adapted Physical Education
Adolescents
Autism
autism spectrum disorders
Autistic adolescents
Community
Developmental Disabilities
Exercise
Health promotion
Instructional Effectiveness
Intellectual disabilities
Intervention
Moderate Intellectual Disability
Pervasive Developmental Disorders
Physical Activities
Physical activity
Psychologists
School Psychologists
Severe Intellectual Disability
Skill Development
Students with Disabilities
Teachers
Teaching
Transfer of Training
Video Technology
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Summary:School psychologists are well‐positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well‐being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who display various deficits in performing PA skills. Previous research suggests video‐based instruction (VBI) effectively facilitated independence associated with PA skills in people with DD, however, additional research is warranted. The purpose of this study was to evaluate the degree a VBI impacted acquisition of skills in individuals with DD at school, and, subsequently, in a community setting. Multiple probe design was used to assess the effect of the intervention in four participants. The results indicate the intervention was effective in teaching three participants to perform the circuit in the school setting and transfer the skills to the community setting; however, maintenance was variable. Implications related to practice for school psychologists, teachers, and other practitioners, as well as, limitations and future research directions are discussed.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22414