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Using Video Modeling to Facilitate Students’ Independent Use of a Community Fitness Center

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Abstract

A multiple-baseline across-subjects design was used to evaluate the effectiveness of a video-modeling intervention delivered on an iPod Touch to teach three high school students with autism spectrum disorders (ASD) or intellectual disability to complete workouts independently at the local community fitness center. Individualized workout routines including three strength-training machines and/or exercises were created for each participant. Exercises, weight used, and number of reps were selected with the guidance of fitness center trainers and staff. Data were collected on the percentage of total steps each participant was able to complete independently, without prompting, across baseline and intervention conditions. Findings indicated that the intervention was successful in increasing independent performance for all participants.

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Authors and Affiliations

  1. Winona State University, Winona, MN, USA

    Erika Pinter

  2. Northern Illinois University, DeKalb, IL, USA

    Jesse W. Johnson

  3. Family First Behavior Consultants Inc., Hampshire, IL, USA

    Trista Boden

Authors
  1. Erika Pinter
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  2. Jesse W. Johnson
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  3. Trista Boden
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Correspondence to Erika Pinter.

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On behalf of all authors, the corresponding author states that there is no conflict of interest.

Ethical Approval

Approval was obtained from the ethics committee/IRB Board of Northern Illinois University. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

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Informed consent was obtained from all individual participants included in the study.

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Pinter, E., Johnson, J.W. & Boden, T. Using Video Modeling to Facilitate Students’ Independent Use of a Community Fitness Center. Educ. Treat. Child. 44, 87–100 (2021). https://doi.org/10.1007/s43494-021-00040-8

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