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The Effects of Videomodeling on Fundamental Motor Skill Performance of Middle School Children with Intellectual Disabilities

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Iva Obrusnikova at University of Delaware
Iva Obrusnikova
Al Cavalier at University of Delaware
Al Cavalier
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Proficiency in fundamental motor skills (FMS) is important for the health and overall development of children. Using a multiple-baseline-across-participants single-subject design, this study provided preliminary data on the effectiveness of videomodeling (VM) displayed via an iPad on the acquisition and maintenance of the standing long jump (SLJ) by six middle school children with moderate intellectual disabilities (ID). The study also explored whether the participant’s initial gross-motor development and off-task behaviors while watching instructional videos affected the acquisition of SLJ. Results demonstrated an increase in the number of correctly performed SLJ critical elements during the implementation of VM for all participants with higher and one participant with lower initial scores on the Test of Gross Motor Development-2 (TGMD). The increased performance was maintained two weeks after withdrawal of the intervention. The intervention had no effect on the acquisition of SLJ critical elements of two participants with lower TGMD initial scores. Participants who demonstrated off-task behaviors while watching the SLJ video demonstrated lower levels of SLJ acquisition. The preliminary data from this study suggest that the eventual use of VM as an additional and alternate type of instruction can lead to improved acquisition and maintenance of FMS by children with moderate ID.
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ORIGINAL ARTICLE
The Effects of Videomodeling on Fundamental Motor
Skill Performance of Middle School Children
with Intellectual Disabilities
Iva Obrusnikova
1
&Albert Cavalier
2
Published online: 26 May 2017
#Springer Science+Business Media New York 2017
Abstract Proficiency in fundamental motor skills (FMS) is important for the health
and overall development of children. Using a multiple-baseline-across-participants
single-subject design, this study provided preliminary data on the effectiveness of
videomodeling (VM) displayed via an iPad on the acquisition and maintenance of
the standing long jump (SLJ) by six middle school children with moderate intellectual
disabilities (ID). The study also explored whether the participant’s initial gross-motor
development and off-task behaviors while watching instructional videos affected the
acquisition of SLJ. Results demonstrated an increase in the number of correctly
performed SLJ critical elements during the implementation of VM for all participants
with higher and one participant with lower initial scores on the Test of Gross Motor
Development-2 (TGMD). The increased performance was maintained two weeks after
withdrawal of the intervention. The intervention had no effect on the acquisition of SLJ
critical elements of two participants with lower TGMD initial scores. Participants who
demonstrated off-task behaviors while watching the SLJ video demonstrated lower
levels of SLJ acquisition. The preliminary data from this study suggest that the eventual
use of VM as an additional and alternate type of instruction can lead to improved
acquisition and maintenance of FMS by children with moderate ID.
Keywords Intellectual disability.Middle school-aged children .Modeling .Vide o
modeling .Single subject design .Motor skills .Fundamental motor skills
J Dev Phys Disabil (2017) 29:757–775
DOI 10.1007/s10882-017-9554-0
*Iva Obrusnikova
obrusnik@udel.edu
1
Behavioral Health & Nutrition, University of Delaware, 26 North College Avenue, Newark,
DE 19716, USA
2
School of Education, University of Delaware, 017 Willard Hall, Newark, DE 19716, USA
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
... Le programme proposé par Obrusnikova et Cavalier (2017) était un programme d'APA basé sur les nouvelles technologies (la modélisation numérique via un iPad). Ces auteurs mobilisent trois vidéos pédagogiques sur un iPad comme technique d'enseignement à part entière de l'habileté de saut en longueur. ...
... Des chercheurs ont recommandé que les interventions ayant pour but de développement des habiletés motrices devraient être fondées sur un cadre théorique solide (Riethmuller, Jones et Okely, 2009). Or, une critique pourrait être adressée aux études recensées dans notre thèse est l'absence de fondement théorique explicite Fu et al., 2015 ;Mehralitabar et al., 2015 ;Obrusnikova et Cavalier, 2017 ;Reis et al., 2017 ;Taunton, Brian et True, 2017 ;Pise et al., 2018 ;. Néanmoins, notre analyse de cette littérature dans le domaine des APA suggère que ces programmes : 1) renvoient à des conceptions de l'apprentissage prescriptive ou active ; 2) valorisent la problématique de la motivation individuelle comme condition nécessaire au développement moteur ; et 3) considère que l'apprentissage nécessite une adaptation aux déficiences des EDI, sans tenter de prendre en compte leurs capacités, c'est-à-dire notamment les SA spontanément mobilisées pour développer leur HMF. ...
... Sur le plan méthodologique, des études de cas Alesi et al., 2014 ;Obrusnikova et Cavalier, 2017), ou des études avec un nombre limité de participants conduisent à des résultats qui mériteraient d'être corroborés pour envisager leur généralisation. D'un autre côté, dans l'étude de Fu et al. (2015), les chercheurs n'ont pas eu recours à un essai randomisé contrôlé, malgré le nombre important des EDI du groupe expérimental (N=115). ...
Développement des habiletés motrices fondamentales et stratégies d’apprentissage chez des enfants avec une déficience intellectuelle : conception et évaluation d’un programme d’activités physiques adaptées intégrant des jeux de réalité virtuelle
Thesis
Full-text available
  • Nov 2020
Notre thèse en STAPS met en relation deux objets d’étude : le développement des Habiletés Motrices Fondamentales (HMF), et les Stratégies d’Apprentissage (SA) mobilisées par des Enfants avec une Déficience Intellectuelle (EDI). Deux premières études observationnelles ont été menées dans le but de concevoir et valider une grille d’observation des SA mobilisées par des EDI. Une troisième étude qualifiée de recherche-action, a permis de concevoir un programme d’intervention original, alternant des jeux de réalité virtuelle et des jeux moteurs pour favoriser l’apprentissage autorégulé d’HMF chez des EDI. Une quatrième étude quasi-expérimentale a permis l’évaluation des effets de ce programme sur les HMF des EDI, ainsi que sur leurs SA. D’un point de vue empirique, les résultats de notre thèse permettent d’approfondir les connaissances sur les SA des EDI, et sur les conditions à réunir pour favoriser un apprentissage d’HMF dans des programmes d’intervention en Activités Physiques Adaptées (APA). D’un point de vue théorique, deux contributions peuvent être relevées : notre étude des SA conforte l’apport d’une approche socio-constructiviste et située de l’apprentissage autorégulé ; les effets de notre programme d’APA mettent en évidence l’intérêt d’une approche globale et active de l’apprentissage dans les programmes d’APA. D’un point de vue pratique, ces résultats permettent alors de proposer des recommandations pour le développement de programmes d’APA, tout en fournissant aux professionnels comme aux chercheurs un outil validé d’observation des SA chez des EDI.
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... In this sense, several strategies have been developed in the last decades to channel children's attention and enhance motivation and verify the effect on motor skills performance. For example, the use of video modelling (Atienza et al. 1998;Amara et al. 2015;Robinson et al. 2015;Obrusnikova & Cavalier 2017;Case & Yun 2019), visual cards with figures illustrating motor skills (Breslin & Rudisill 2011;Breslin et al. 2013;Allen et al. 2017) and motor skills animations have shown a positive impact on learning for children with and without intellectual deficits. Motor skills animations in smartphones have recently been used to effectively promote visual support during the motor assessment of children with neurotypical development and autism . ...
... This study was the first to address the use of animations as visual support during motor assessment for children with DS. Previous studies have been adopting different strategies like cards with figures for children with Autism Spectrum Disorder (ASD) (Breslin & Rudisill 2011;Allen et al. 2017) and with NDT (Breslin et al. 2013) or video modelling for children with intellectual disabilities (Obrusnikova & Cavalier 2017), with ASD (Case & Yun 2019) and with neurotypical development (Robinson et al. 2015), supported the use of such strategies, specifically for children with disabilities, to efficiently conduct the motor assessment and positively impact motor performance. ...
Focused attention and intrinsic motivation using animations for instruction of fundamental motor skills in children with Down syndrome
Article
  • Apr 2024
  • J INTELL DISABIL RES
Background Children with Down syndrome (DS) demonstrate poorer performance in locomotor and ball skills than children with typical development. During motor assessment, keeping children's attention and motivation is challenging, especially for children with DS, which may affect the test outcomes. This study aimed first to examine the impact of examiner and App‐animation demonstrations during the assessment on the performance of fundamental motor skills, focus of attention and intrinsic motivation for children with DS and neurotypical development (NTD). The secondary aim was to examine the differences in those outcomes between children with DS and neurotypical development. Methods A sample of 24 children (10 with DS and 14 with NTD) aged between 3 and 10 years were subjected to two motor performance assessment protocols: a traditional protocol using the Gross Motor Development Test‐3 (TGMD‐3) and a protocol using animations from an application as support for TGMD‐3 (AppP). The focus of attention was obtained from video recordings during protocol instruction (number of eye shifts, eye shift time, instruction focus time, number of instructions required and total instruction time). Intrinsic motivation was assessed by the Intrinsic Motivation Inventory (IMI) at the end of each protocol. Results The results showed no significant differences between the protocols for locomotor skills, ball skills and gross motor index. However, children with NTD outperformed those with DS in these skills. When analysing the focus of attention, children with DS showed greater ocular deviations and longer instruction time requested in the traditional protocol compared with AppP, even when compared with NDT children. When comparing protocols in both groups, AppP demonstrated fewer ocular deviations and shorter ocular deviation times. Regarding intrinsic motivation, children with DS in the traditional protocol had lower motivation scores than those with NTD. Regarding the purchase of protocols, in both groups, the AppP presented higher scores for interest/pleasure, perceived competence and general motivation, with lower pressure/tension. Conclusion The animated application (AppP) proved effective as a visual support during the TGMD‐3 assessment, particularly benefiting children with DS by enhancing motivation and attention.
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... Furthermore, it showed that SE teachers perceived VM as a supportive strategy in educating students with LDs. Findings were also consistent with the literature that VM is expanding in learning strategy, and SE teachers may consider VM for students with LDs (Obrusnikova & Cavalier 2017;Satsangi et al. 2019;Wynkoop et al. 2019). Besides, research has found that the outcome of VM intervention to achieve desired skills improved among students with LDs (Campbell et al. 2015;Kent et al. 2018;Parsons et al. 2019;Waldman-Levi et al. 2019). ...
Video Modelling to Improve Hand Dexterity in Students with Learning Disabilities: Special Education Teachers' Perspectives
Article
Full-text available
  • Jan 2022
Proficient hand dexterity (HD) may help students with learning disabilities (LDs) perform various hand tasks efficiently. Video modelling (VM) is a strategy that uses a model to improve desired skills. However, the limited study focuses on VM to improve HD among students with LDs. Therefore, this study explores VM implementation in the learning and teaching process to improve the HD of students with LDs. Five Special Education (SE) teachers who taught the Hand Manipulative Component lessons in two different states were purposefully selected and invited to participate in this study. A one-toone interview was conducted with individual SE teachers. The interview sessions were audio-recorded and transcribed verbatim, and the data was analysed through thematic analysis. Rigorous approaches were performed to ensure the findings' trustworthiness, such as triangulation, member checking, and an audit trail. Four key themes emerged: conventional learning and teaching methods, challenges faced by students with LDs in improving HD, and the advantages of implementing VM in learning and teaching to improve HD and develop a video module. This study suggests SE teachers can implement VM in their learning and teaching processes to improve the HD performance of students with LDs. This current study concludes that VM can be a supportive strategy in the teaching process to improve HD performance among students with LDs.
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... Although video modeling has received recent attention within ASD literature and practice, video modeling publications to date within motor skill research are limited and show inconsistent results. For example, Obrusnikova and Cavalier (2017) found that video modeling resulted in increased numbers of correctly performed standing long jump elements among children with intellectual disabilities. Robinson et al. (2015), however, found that a multimedia condition (i.e. ...
Video Modeling and Test of Gross Motor Development-3 Performance among Children with Autism Spectrum Disorder
Article
Full-text available
  • Jan 2019
The purpose of this study was to explore the effects of video modeling on Test of Gross Motor Development-3 (TGMD-3) performance among children with autism spectrum disorder (ASD). Thirteen participants with ASD were assessed under two separate TGMD-3 protocol conditions-traditional and video modeling. Raters were blind to the protocol condition they were observing in order to prevent bias towards one condition. Total gross motor scores were analyzed using a one-way repeated-measures ANOVA. While improvements in overall gross motor scores with the video modeling condition were observed among children with ASD, differences were not statistically significant. Additionally, the video modeling condition took significantly longer time to complete than the traditional approach. The results do not provide support for the use of video modeling to improve TGMD-3 motor performance scores. Future research is necessary considering the promotion and use of video modeling is increasing.
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... Introduction studied widely, especially in children with developmental disabilities. For example, research to date has shown that fine motor skills are significant predictors of adaptive behavior in children with autism spectrum disorders (Jasmin et al., 2009;MacDonald, Lord, & Ulrich, 2013) and of crucial importance to children's health and overall development (Obrusnikova & Cavalier, 2017). Other studies have shown that fine motor skills contribute to kindergarten achievement (Cameron et al., 2012). ...
Visual-Motor Integration in Children With Mild Intellectual Disability: A Meta-Analysis
Article
  • May 2018
Visual-motor integration (VMI) skills, defined as the coordination of fine motor and visual perceptual abilities, are a very good indicator of a child's overall level of functioning. Research has clearly established that children with intellectual disability (ID) have deficits in VMI skills. This article presents a meta-analytic review of 10 research studies involving 652 children with mild ID for which a VMI skills assessment was also available. We measured the standardized mean difference (Hedges' g) between scores on VMI tests of these children with mild ID and either typically developing children's VMI test scores in these studies or normative mean values on VMI tests used by the studies. While mild ID is defined in part by intelligence scores that are two to three standard deviations below those of typically developing children, the standardized mean difference of VMI differences between typically developing children and children with mild ID in this meta-analysis was 1.75 (95% CI [1.11, 2.38]). Thus, the intellectual and adaptive skill deficits of children with mild ID may be greater (perhaps especially due to their abstract and conceptual reasoning deficits) than their relative VMI deficits. We discuss the possible meaning of this relative VMI strength among children with mild ID and suggest that their stronger VMI skills may be a target for intensive academic interventions as a means of attenuating problems in adaptive functioning. Perceptual and Motor Skills 0(0) 1-22 ! The Author(s) 2018 Reprints and permissions: sagepub.com/journalsPermissions.nav
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... Data suggested that all of the participants increased the number of steps performed accurately and they maintained their skills following intervention. Similarly, Obrusnikova and Cavalier (2017) utilized video modeling to teach the standing long jump to six middle school children with intellectual disability. Children were shown a video of a person performing the standing long jump and then verbally prompted to perform the same movement. ...
Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome: A Pilot Study
Article
  • Dec 2017
As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate intervention effectiveness. Data indicated variable effects across participants and lifting techniques. Limitations and suggestions for future research are discussed.
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An Evaluation of Videomodeling on Fundamental Motor Skill Performance of Preschool Children
Article
Full-text available
  • May 2018
  • Early Child Educ J
Proficiency in fundamental motor skills (FMS) is important for both the health and the overall growth and development of young children. To identify factors that facilitate the development of FMS, the study provided preliminary data on the effect of videomodeling (VM) on the acquisition of FMS by typically developing young children. Participants were six conveniently selected typically developing preschool-age children from an early care and education center. A multiple-baseline-across-participants single-subject research design was used to evaluate VM effects. Motor skill acquisition was assessed with validated developmental sequences of the standing long jump and the overarm throw. The results demonstrated that the VM intervention improved participants’ FMS performance and the improvement was maintained even after the withdrawal of the VM, 2 weeks after the last VM session. Qualitative data collected via a self-report enjoyment scale and field notes with the instructors elicited four factors that might have affected participants’ performance: their attention and motivation to perform the task and the skill complexity and reproduction. The data suggest that VM may be an efficient strategy for teaching FMS to preschool-age children.
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Applied Behavior Analysis for Teachers
Book
  • Jan 1999
Análisis aplicado de conducta para maestros, el mítico texto que durante 40 años ha sido el manual de referencia sobre el uso de aplicaciones conductuales en el aula, se edita por primera vez en español. El libro te muestra cómo utilizar los principios del análisis de conducta para crear tu propia receta hacia el éxito educativo. Lleno de prácticas educativas basadas en la evidencia, estrategias concretas y ejemplos divertidos que podrás identificar con tu práctica docente. El texto te ofrece además poderosos métodos para el manejo eficaz y ético de conductas desafiantes en el aula.
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Comparison of the Effects of Video Models With and Without Verbal Cueing on Task Completion by Young Adults With Moderate Intellectual Disability
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This study compared the effects of video models with and without verbal cuing (voice over) on the completion of fine motor cooking related tasks by four young adults with moderate intellectual disability. The effects of the two modeling conditions were compared using an adapted alternating treatments design with an extended baseline, comparison, final treatment, and best treatment condition. Results indicated that video modeling with verbal cuing was more effective for three of the four students when evaluating independent correct performance of task steps.
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Fine and Gross Motor Task Performance When Using Computer-Based Video Models by Students With Autism and Moderate Intellectual Disability
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  • Oct 2012
This investigation examined the effects of video modeling on the fine and gross motor task performance by three students with a diagnosis of moderate intellectual disability (Group 1) and by three students with a diagnosis of autism spectrum disorder (Group 2). Using a multiple probe design across three sets of tasks, the study examined the effectiveness of video modeling across differing types of motor response requirements (fine and gross motor) and whether effects would differ across disability groups. Results indicate an increase in the number of fine and gross motor tasks correctly performed following the introduction of video modeling. As a whole, students across both groups performed more gross motor than fine motor tasks independently correct and students in Group 1 performed more tasks independently correct than those in Group 2. Implications are discussed concerning evaluation of task requirements and the development of video models.
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