Background: Children with intellectual disability has adaptation function problem, namely self-care skill dressing. Inability to dressing could affect social relationship and dependency with others. The effort to improve self-care skill could be done through self-development program and training using video modeling.
Objective: This study was to investigate the effect of self-development program and training using video modeling on dressing skills in intellectual disability children.
Methods: This was a quasi-experimental study with pretest posttest control group design. Sixty-two children aged between 6-12 years with intellectual disability were recruited using purposive sampling. Participants were divided into two groups (experimental group=31, control group=31). The experimental group was given training using video modeling in 4 sessions, with each for 50 minutes; and self-development program in 4 sessions, in 50 minutes per each, while control group was given self-development program for 8 sessions, with each for 50 minutes. Observation checklist of dressing skill before and after intervention was adopted from Nursing Outcome Classification in Indonesian version. Data were analyzed using Mann-Whitney to compare posttest score between experimental and control group.
Results: The result showed there was a significant difference after intervention between experimental and control group (p=0.041). Eight dressing skills items increased including gets clothing from closet, gets clothing from drawer, puts clothing on upper body, buttons clothing, puts clothing on lower body, uses zipper, uses fastener, and removes clothes from upper body.
Conclusion: Self-development program and training using video modeling could increase dressing skills in intellectual disability children aged 6-12 years.
Copyright (c) 2018 Latifah Susilowati, Anik Rustiyaningsih, Sri Hartini
This work is licensed under a Creative Commons Attribution 4.0 International License.
Article MetricsAbstract views: 1901 | PDF views: 950
Akhmetzyanova, A. I. (2014). The development of self-care skills of children with severe mental retardation in the context of Lekoteka. World Applied Sciences Journal, 29(6), 724-727.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders United States: American Psychiatric Association.
Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research and Practice for Persons with Severe Disabilities, 38(2), 73-87.
Hockenberry, M. J., & Wilson, D. (2014). Wong's nursing care of infants and children. Philadelphia: Elsevier Health Sciences.
Iscan, G. Ç. (2016). Effect of most-to-least prompting procedure on dressing skill of students with Autism. Educational Research and Reviews, 11(18), 1766.
Kaur, G., & Kumar, M. Effect of stimulus shaping & prompting in developing dressing skills in trainable mentally challenged children among age group of 6-12 years. International Journal of Science and Research, 1195-1198.
Mason, R. A., Davis, H. S., Boles, M. B., & Goodwyn, F. (2013). Efficacy of point-of-view video modeling: A meta-analysis. Remedial and Special Education, 34(6), 333-345.
Mechling, L. C., & Collins, T. S. (2012). Comparison of the effects of video models with and without verbal cueing on task completion by young adults with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 223-235.
Noori, Z. S., & Farvardin, M. T. (2016). the effect of using audio-visual aids versus pictures on foreign language vocabulary learning of individuals with mild intellectual disability. Journal of Special Education and Rehabilitation, 17(1-2), 16-35.
Rayner, C. (2011). Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Developmental Neurorehabilitation, 14(6), 339-347.
Smart, A. (2010). Anak cacat bukan kiamat metode pembelajaran dan terapi untuk ABK [Children with disabilities are not apocalypse learning methods and therapies for ABK]. Yogyakarta: Kata Hati.
Tri, S., Kholisa, I. L., & Kep, S. (2015). Pengaruh peer play therapy terhadap kemampuan perawatan diri anak retardasi mental di SLB 1 Yogyakarta dan SLB 2 Yogyakarta [Effect of peer play therapy on self-care skills of children with mental retardation]. Yogyakarta: Universitas Gadjah Mada.
Udonwa, R. E., Iyam, M. A., Osuchukwu, N. C., Ofem, O., Etim, J. J., & Ikong, M. A. (2015). Mentally retarded children and deficits in daily living skills: Case study of Calabar municipality local government area, Cross River state, Nigeria. Journal of Research & Method in Education, 5(2), 21-26.
Wertalik, J. L., & Kubina, R. M. (2017). Interventions to improve personal care skills for individuals with autism: A review of the literature. Review Journal of Autism and Developmental Disorders, 4(1), 50-60.
Wilkes-Gillan, S., Cantrill, A., Cordier, R., Barnes, G., Hancock, N., & Bundy, A. (2017). The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates. British Journal of Occupational Therapy, 80(4), 196-207.
Youngmee, K. (2014). The development of multimedia on dressing skill practice for children with moderate mental retardation. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 14(2), 141-163.