Evaluation of a video-based error correction procedure for teaching a domestic skill to individuals with developmental disabilities.
Replay the video and complete the missed step yourself—three adults hit a large share table-setting after this tiny fix.
01Research in Context
What this study did
Four adults with developmental disabilities watched a short video that showed how to set a table.
Each person tried to copy the steps right after the clip.
If they missed a step, the trainer hit play again and finished the missed action while the learner watched.
What they found
One adult got every step right with just the first video.
The other three adults stayed below a large share correct.
After the replay-and-completion fix, all three scored a large share for the rest of the sessions.
How this fits with other research
Peters et al. (2013) tested four quick error fixes in DTI and found the fastest one kept winning later.
Hoch et al. (2007) did the same idea in video modeling: tack on a tiny correction and watch mastery jump.
Ding et al. (2017) also taught a daily-living skill, but used clustered forward chaining instead of video.
Both studies got adults with disabilities to independence, showing more than one road works.
Why it matters
If a client misses steps after a video prompt, do not drop the tool. Just replay the clip and finish the step for them. This five-second add-on turned failure into perfect performance in one session. Try it next time you teach cooking, packing, or laundry.
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Join Free →After a video prompt, if the learner errs, play the same clip once more while you do the missed step together, then let them finish the chain.
02At a glance
03Original abstract
We evaluated a video-based error correction procedure for teaching four adults with developmental disabilities to set a table. Video clips were initially used as an antecedent prompt. However, only one of the adults learned to set the table with this procedure. Consequently, the remaining three adults received intervention in which the video clips were also used as part of an error correction procedure. Specifically, if the participant did not complete the step correctly after an initial viewing of the video clip, they were prompted to watch the same video clip a second time and the trainer completed that step of the task if necessary. All three adults reached 100% correct on the task analysis when the error correction procedure was implemented. This error correction procedure may be useful for individuals who fail to learn with video prompting alone.
Research in developmental disabilities, 2007 · doi:10.1016/j.ridd.2006.06.002