Effectiveness of Video Modeling and Prompting Strategies on Teaching Weight Measurement Skills with Elementary Students with Intellectual and Hearing Disabilities

This study evaluated the effectiveness of video modeling and prompting strategies on teaching weight measurement skills to three elementary students with intellectual and hearing disabilities. The intervention included a 3-min instructional video and task analysis, followed by group instruction. Students demonstrated clear improvements in skill acquisition and accuracy, with sustained results during the probe phase. Social validity evaluations indicated positive feedback from the teachers, supporting the practicality of the intervention. However, the limitations include a small sample size and the need for prerequisite skill assessments. This study demonstrates the feasibility of combining video modeling and prompting strategies to teach practical mathematics skills in special education settings.