The effects of self-directed learning based on video prompting in improving 27 daily living skills for adolescents with mild intellectual disability in China
Students with intellectual disability often face challenges in mastering daily living skills. Existing intervention strategies for these skills typically require support from instructors, which limits the autonomy and independence of these students. Consequently, this study aims to develop a self-di...
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| Veröffentlicht in: | Research in developmental disabilities Jg. 162; S. 105030 |
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01.07.2025
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| Abstract | Students with intellectual disability often face challenges in mastering daily living skills. Existing intervention strategies for these skills typically require support from instructors, which limits the autonomy and independence of these students. Consequently, this study aims to develop a self-directed learning approach based on video prompting to enhance the daily living skills of students with mild intellectual disability.
The research employed a multiple probe across behaviors design to evaluate the effectiveness of this approach among three adolescents with mild intellectual disability in China, focusing on 27 daily living skills across three categories: cooking, cleaning, and household appliance usage. Additionally, six skills were randomly selected to assess the generalization effects of acquired skills to real-life scenarios.
All three participants acquired 27 skills within 27 intervention sessions, achieving average task completion accuracy of 98 %, 94 %, and 96 % across three categories of skills. Participants also demonstrated improved self-correction accuracy during the self-directed learning process. Furthermore, they successfully generalized all selected skills to real-life family scenarios. These results support the high efficiency and effectiveness of the self-directed learning approach.
These preliminary findings underscore the potential of self-directed learning in empowering individuals with mild intellectual disability toward greater independence and lifelong skill acquisition. Future research should explore the broader applicability of this learning approach.
•Introduction of a novel self-directed learning approach to enhance daily living skills in adolescents with mild intellectual disabilities.•Introduction of self-correction accuracy to measure error-correction abilities during self-directed learning.•Improved intervention efficiency by enhancing 27 essential skills across three domains within just 27 sessions.•Successful generalization of acquired skills to real-life family situations. |
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| AbstractList | Students with intellectual disability often face challenges in mastering daily living skills. Existing intervention strategies for these skills typically require support from instructors, which limits the autonomy and independence of these students. Consequently, this study aims to develop a self-directed learning approach based on video prompting to enhance the daily living skills of students with mild intellectual disability.
The research employed a multiple probe across behaviors design to evaluate the effectiveness of this approach among three adolescents with mild intellectual disability in China, focusing on 27 daily living skills across three categories: cooking, cleaning, and household appliance usage. Additionally, six skills were randomly selected to assess the generalization effects of acquired skills to real-life scenarios.
All three participants acquired 27 skills within 27 intervention sessions, achieving average task completion accuracy of 98 %, 94 %, and 96 % across three categories of skills. Participants also demonstrated improved self-correction accuracy during the self-directed learning process. Furthermore, they successfully generalized all selected skills to real-life family scenarios. These results support the high efficiency and effectiveness of the self-directed learning approach.
These preliminary findings underscore the potential of self-directed learning in empowering individuals with mild intellectual disability toward greater independence and lifelong skill acquisition. Future research should explore the broader applicability of this learning approach.
•Introduction of a novel self-directed learning approach to enhance daily living skills in adolescents with mild intellectual disabilities.•Introduction of self-correction accuracy to measure error-correction abilities during self-directed learning.•Improved intervention efficiency by enhancing 27 essential skills across three domains within just 27 sessions.•Successful generalization of acquired skills to real-life family situations. Students with intellectual disability often face challenges in mastering daily living skills. Existing intervention strategies for these skills typically require support from instructors, which limits the autonomy and independence of these students. Consequently, this study aims to develop a self-directed learning approach based on video prompting to enhance the daily living skills of students with mild intellectual disability. The research employed a multiple probe across behaviors design to evaluate the effectiveness of this approach among three adolescents with mild intellectual disability in China, focusing on 27 daily living skills across three categories: cooking, cleaning, and household appliance usage. Additionally, six skills were randomly selected to assess the generalization effects of acquired skills to real-life scenarios. All three participants acquired 27 skills within 27 intervention sessions, achieving average task completion accuracy of 98 %, 94 %, and 96 % across three categories of skills. Participants also demonstrated improved self-correction accuracy during the self-directed learning process. Furthermore, they successfully generalized all selected skills to real-life family scenarios. These results support the high efficiency and effectiveness of the self-directed learning approach. These preliminary findings underscore the potential of self-directed learning in empowering individuals with mild intellectual disability toward greater independence and lifelong skill acquisition. Future research should explore the broader applicability of this learning approach. Students with intellectual disability often face challenges in mastering daily living skills. Existing intervention strategies for these skills typically require support from instructors, which limits the autonomy and independence of these students. Consequently, this study aims to develop a self-directed learning approach based on video prompting to enhance the daily living skills of students with mild intellectual disability.BACKGROUND/AIMSStudents with intellectual disability often face challenges in mastering daily living skills. Existing intervention strategies for these skills typically require support from instructors, which limits the autonomy and independence of these students. Consequently, this study aims to develop a self-directed learning approach based on video prompting to enhance the daily living skills of students with mild intellectual disability.The research employed a multiple probe across behaviors design to evaluate the effectiveness of this approach among three adolescents with mild intellectual disability in China, focusing on 27 daily living skills across three categories: cooking, cleaning, and household appliance usage. Additionally, six skills were randomly selected to assess the generalization effects of acquired skills to real-life scenarios.METHODThe research employed a multiple probe across behaviors design to evaluate the effectiveness of this approach among three adolescents with mild intellectual disability in China, focusing on 27 daily living skills across three categories: cooking, cleaning, and household appliance usage. Additionally, six skills were randomly selected to assess the generalization effects of acquired skills to real-life scenarios.All three participants acquired 27 skills within 27 intervention sessions, achieving average task completion accuracy of 98 %, 94 %, and 96 % across three categories of skills. Participants also demonstrated improved self-correction accuracy during the self-directed learning process. Furthermore, they successfully generalized all selected skills to real-life family scenarios. These results support the high efficiency and effectiveness of the self-directed learning approach.RESULTSAll three participants acquired 27 skills within 27 intervention sessions, achieving average task completion accuracy of 98 %, 94 %, and 96 % across three categories of skills. Participants also demonstrated improved self-correction accuracy during the self-directed learning process. Furthermore, they successfully generalized all selected skills to real-life family scenarios. These results support the high efficiency and effectiveness of the self-directed learning approach.These preliminary findings underscore the potential of self-directed learning in empowering individuals with mild intellectual disability toward greater independence and lifelong skill acquisition. Future research should explore the broader applicability of this learning approach.CONCLUSIONS/IMPLICATIONSThese preliminary findings underscore the potential of self-directed learning in empowering individuals with mild intellectual disability toward greater independence and lifelong skill acquisition. Future research should explore the broader applicability of this learning approach. |
| ArticleNumber | 105030 |
| Author | Chen, Wenchai Bian, Huimin Peng, Jie Luo, Yueling Yao, Shijie Li, Huan Wu, Yuke Guo, Congyun |
| Author_xml | – sequence: 1 givenname: Huan orcidid: 0000-0001-7332-6122 surname: Li fullname: Li, Huan email: lihuanswu@gmail.com organization: Department of Special Education, Southwest University, Chongqing, China – sequence: 2 givenname: Shijie surname: Yao fullname: Yao, Shijie organization: Department of Special Education, Southwest University, Chongqing, China – sequence: 3 givenname: Yueling surname: Luo fullname: Luo, Yueling organization: Department of Special Education, Southwest University, Chongqing, China – sequence: 4 givenname: Congyun surname: Guo fullname: Guo, Congyun organization: Department of Special Education, Southwest University, Chongqing, China – sequence: 5 givenname: Huimin surname: Bian fullname: Bian, Huimin organization: Department of Special Education, Southwest University, Chongqing, China – sequence: 6 givenname: Jie surname: Peng fullname: Peng, Jie organization: Department of Special Education, Southwest University, Chongqing, China – sequence: 7 givenname: Yuke surname: Wu fullname: Wu, Yuke organization: Department of Special Education, Southwest University, Chongqing, China – sequence: 8 givenname: Wenchai surname: Chen fullname: Chen, Wenchai organization: Department of Special Education, Southwest University, Chongqing, China |
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| Keywords | Intellectual disability Self-directed learning Video prompting Daily living skills |
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| SubjectTerms | Activities of Daily Living Adolescent China Daily living skills Education of Persons with Intellectual Disabilities - methods Female Humans Intellectual disability Intellectual Disability - psychology Intellectual Disability - rehabilitation Learning Male Self-directed learning Video prompting |
| Title | The effects of self-directed learning based on video prompting in improving 27 daily living skills for adolescents with mild intellectual disability in China |
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