Video Modelling, Drama Therapy and Self-help Skills of Pupils with Moderate Intellectual Disability in Lagos State, Nigeria

The study examined the effects of Video Modelling (VM) and Drama Therapy (DM) on self-help skills of pupils with moderate intellectual disability in Lagos State, Nigeria using parental involvement and age of entry to school as moderating variables. The study adopted a pretest-posttest control group quasi experimental design using a sample size of Seventy-five (75) participants purposively selected from three special primary schools in Lagos State, Nigeria. The instrument used for the study include Slosson intelligence test (r=0.91), Pervasive Developmental Disorder (PDD) adaptive Skills test (r=0.81), Self-help skills performance test (r=0.76) and parental involvement rating scale(r=0.92). The findings revealed that VM and DM are effective in the acquisition and enhancement of self-help skills of pupils with moderate intellectual disability, also age of entry to school had significant main effect on self-help skills acquisition while parental involvement have none. Based on the findings in the study, some recommendations were made which includes Special Educator, Care-givers and teachers can utilize VM and DT to improve self-help skills of pupils with moderate intellectual disability irrespective of their parental involvement. Pupils with moderate intellectual disability should be encouraged to enrol for formal education early, this implies that participants that entered school early were known to do better in their self-help skills than those that entered school late. Curriculum planners should incorporate VM and DT in the curriculum for teaching pupils with moderate intellectual disability self-help skills.

of someone modelling a targeted behaviour or skill and then initiating the behaviour/skill watched (Christos and Michael, 2014). The application of video modelling can be performed by anyone who participates in video recording (peer or adult) or observers as models (Nikopoulos and Keenan, 2006).
Another strategy that could be effective in teaching self-help skills to pupils with moderate ID is drama therapy. Drama therapy has the potential to foster pupils' active participation in the teaching and learning process thereby making learning memorable and evergreen in the mind of the pupils. This view was supported by Hough and Hough (2012) who opined that drama therapy provides a more productive path for education by promoting learners' active participation in the teaching and learning process. In other word, drama therapy entails the active role play of learners in the teaching and learning process. The concern of this present study, however, is how video modelling and drama therapy can be used to acquire and foster self-help skills (identification of self-care items and uses, eating skill, brushing of teeth skill and combined skills) of pupils with moderate ID.

Hypothesis
The following hypotheses were formulated and tested at 0.05 level of significance: Ho1 There is no significant main effect of treatments on self-help skills Ho2 There is no significant main effect of parental involvement on self-help skills Ho3 There is no significant main effect of age of entry to school on self-help skills Ho4 There is no significant interaction effect of treatments and parental involvement on self-help skills Ho5 There is no significant interaction effect of treatments and age of entry to school on self-help skills Ho6 There is no significant interaction effect of parental involvement and age of entry to school on self-help skills Ho7 There is no significant interaction effect of treatments, parental involvement and age of entry to school

Methodology Research design
The study adopted a pretest-posttest control group quasi experimental design of a 3 x 2 x 2 factorial matrix with treatment at three levels (video modelling, drama therapy and control group). This design was crossed at two levels with parental involvement (high or low) and age of entry to school (early or late) of pupils with moderate ID.

Selection of participants
The participants for the study consisted of pupils with moderate intellectual disability in special schools in Lagos State. The sample for the study consisted of Seventy-Five (75) participants that were selected from among the pupils with moderate intellectual disability in three selected special schools in Lagos State. These schools were purposively selected based on their population of pupils with intellectual disability (above 25 pupils with moderate intellectual disability) as well as the envisaged opportunity for different parental involvement (high or low).

Instruments
The following instruments were used in the study: 1. Slosson Intelligence Test -Revised (2005) (r = 0.91). This test was used to assess the intelligence quotient of the participants, screening for moderate ID. 2. PDD Adaptive Skills Test (r=0.81). This instrument was adopted to screen the participants in order to ascertain that the participants have deficits in self-help skills. 3. Self-Help Skills Performance Test (SHSPT) (r = 0.76). This instrument was developed by the researcher for the purpose of measuring self-help skills performance of children with moderate ID. The test is divided into four sections; A, B, C and D. Section A is based on demographic data, Section B consists of thirteen items that elicit information on identification of self-help items and it uses, Section C comprises of ten items that elicit information on eating skills of the participants and Section D consists of six items that elicit information on brushing skills of the participants.This instrument was trial tested with pupils with moderate intellectual disability from schools not included in the study scope to determine its reliability coefficient and it yielded a reliability coefficient of 0.76. 4. Parental Involvement Rating Scale (r = 0.92). This scale was adapted by the researcher to measure the involvement of parent in their children's education especially the self-help skills acquisition of pupils living with moderate intellectual disability Treatment procedure Treatment was administered to the two experimental groups. Group one was treated with video modelling strategy while group two was treated with drama therapy. The third group, which is the control group was exposed to the conventional method of teaching used by classroom teachers. Treatment lasted for eight weeks (trice a week) with sessions of about 40 minutes on identification of self-help skills items and their uses, eating skills and brushing of teeth skills.

Methods of data analysis
The data collected was analysed using Analysis of Covariance (ANCOVA) to test the significance difference Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.9, 2021 52 among several mean scores in the data. ANCOVA was used because it has the capacity to adjust the initial mean differences between the experimental groups and also takes care of interaction between independent variables and one or more co-variants; reduces the effect of extraneous variables in the pre-test and post-test measures. Furthermore, Sidak was used to trace the source(s) of significant main effect obtained. The seven null hypotheses were tested at 0.05 level of significant.

Presentation of Results
Ho1. There is no significant main effect of treatment on: (a) Self -help skill (Identification of self-care items and their use of pupils with moderate ID)  Table 4.1a shows the summary of analysis of covariance (ANCOVA) of student's post-test identification of self-care items and its uses by treatment (video modelling, drama therapy and Conventional), Parent involvement and age of entry. The table reveals that after adjusting for the covariance, (pre-test score in identification of selfcare items and its uses), the effect of treatment on student's identification of self-care items and its uses was statistically significant, F(2,70) = 52.54, p < 0.05. Consequently, the null hypothesis which stated that there was no significant main effect of treatment on identification of self-care items and its uses was therefore rejected. The table further shows that the partial Eta square, ( 2 ) was 0.6, was considered to be sufficient effect size.The results of estimated marginal means and pairwise comparison of student's identification of self-care items and its uses are presented in Tables 4.1b and 4.1c.   Table 4.1b further reveals that Experimental Group II (Drama therapy) has the highest mean score ̅ = 39.13 followed by participants in Experimental Group I (Video modelling) with the mean score ̅ = 39.06 followed by the participants in and control group (conventional) had the least mean score ̅ = 31.72. Table 4.1c confirmed that the difference between experimental group I (Video modelling) and Control group (Conventional) together with the difference between Experimental Group II (Drama therapy) and control group (conventional) were statistically significant.
(b) Eating skill of pupils with moderate ID  Table 4.2a shows the summary of analysis of covariance (ANCOVA) of student's post-test Self-help skill-Eating skills by treatment (video modelling, drama therapy and Control), Parent involvement and age of entry. The table reveals that after adjusting for the covariance, (pre-test score in Self-help skill-Eating skills), the effect of treatment on student's Self-help skill-Eating skills was statistically significant, F(2,70) = 61.05, p < 0.05. Consequently, the null hypothesis which stated that there was no significant main effect of treatment on Self-help skill-Eating skills was therefore rejected. The table further shows that the partial Eta square, ( 2 ) was 0.64, was considered to be sufficient effect size according to ( 2 ). The results of estimated marginal means and pairwise comparison of student's Self-help skill-Eating skills are presented in Tables 4.2b and 4.2.1c.
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.9, 2021 Table 4.2b further reveals that Experimental Group II (Drama therapy) has the highest mean score ̅ = 28.45 followed by participants in Experimental Group I (Video modelling) with the mean score ̅ = 28.04 followed by the participants in and control group (Control) had the least mean score ̅ = 22.02. Table 4.2c confirmed that the difference between experimental group I (Video modelling) and Control group (Control) together with the difference between Experimental Group II (Drama therapy) and control group (Control) were statistically significant.
(c) Brushing of teeth skill of pupils with moderate ID  Table 4.3a shows the summary of analysis of covariance (ANCOVA) of student's post-test brushing of the teeth skills by treatment (video modelling, drama therapy and Conventional), Parent involvement and age of entry. The table reveals that after adjusting for the covariance, (pre-test score in brushing of the teeth skills), the effect of treatment on student's brushing of the teeth skills was statistically significant, F(2,70) = 53.68, p < 0.05. Consequently, the null hypothesis which stated that there was no significant main effect of treatment on brushing of the teeth skills was therefore rejected. The table further shows that the partial Eta square, ( 2 ) was 0.61, was considered to be sufficient effect size according to ( 2 ). The results of estimated marginal means and pairwise comparison of student's brushing of the teeth skills are presented in Tables 4.3b and 4.3c. Based on estimated marginal means * The mean difference is significant at the 0.05 level b Adjustment for multiple comparisons: Sidak Table 4.3b further reveals that Experimental Group I (Video therapy) has the highest mean score ̅ = 18.40 followed by participants in Experimental Group II (Drama modelling) with the mean score ̅ = 17.64 followed by the participants in and control group (conventional) had the least mean score ̅ = 13.86. Table 4.3c confirmed that the difference between experimental group I (Video modelling) and Control group (Conventional) together with the difference between Experimental Group II (Drama therapy) and control group (conventional) were statistically significant. The estimated marginal mean score was further shown in Figure 4.3a Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.12, No.9, 2021 (d) Combined skills of pupils with moderate ID  Table 4.4a shows the summary of analysis of covariance (ANCOVA) of student's post-test combined skills by treatment (video modelling, drama therapy and Conventional), Parent involvement and age of entry. The table reveals that after adjusting for the covariance, (pre-test score in combined skills), the effect of treatment on student's combined skills was statistically significant, F(2,70) = 88.22, p < 0.05. Consequently, the null hypothesis which stated that there was no significant main effect of treatment on combined skills was therefore rejected. The table further shows that the partial Eta square, ( 2 ) was 0.72, was considered to be sufficient effect size according to ( 2 ). The results of estimated marginal means and pairwise comparison of student's combined skills are presented in Tables 4.4b and 4.4c.  Table 4.4b further reveals that Experimental Group I (Video therapy) has the highest mean score ̅ = 85.91 followed by participants in Experimental Group II (Drama modelling) with the mean score ̅ = 84.76 followed by the participants in and control group (conventional) had the least mean score ̅ = 67.50. Table 4.4.1c confirmed that the difference between experimental group I (Video modelling) and Control group (Conventional) together with the difference between Experimental Group II (Drama therapy) and control group (conventional) were statistically significant.

Summary of findings
The findings of this study are summarised as follows: 1. The main effect of treatment on self-help skills (identification of self-care items and their use, eating skills, brushing of teeth skills and combined skills) was significant. 2. There was no significant main effect of parental involvement on self-help skills (identification of selfcare items and their use, eating skills, brushing of teeth skills and combined skills) of pupils with moderate ID. 3. There was significant main effect of age of entry to school on identification of self-care items and their use, brushing of teeth skills and combined skills but there is no significant main effect of age of entry to school on eating skills of pupils with moderate ID. 4. There was no significant interaction effect of treatment and parental involvement on self-help skills (identification of self-care items and their use, eating skills and brushing of teeth skills) of pupils with moderate ID. 5. The interaction effect of treatment and age of entry to school on self-help skills (identification of selfcare items and their use, eating skills and brushing of teeth skills) of pupils with moderate ID was not significant. 6. There was no significant interaction effect of parental involvement and age of entry to school on self-help skills (identification of self-care items and their use, eating skills and brushing of teeth skills) of pupils with moderate ID. 7. The three-way interaction effect of treatment, parental involvement and age of entry to school on selfhelp skills (identification of self-care items and their use, eating skills and brushing of teeth skills) of pupils with moderate ID was not significant.

Conclusion
The study focused on self-help skills of pupils with moderate intellectual disability in Lagos, Nigeria. Parental involvement (at two levels-high and low) and age of entry to school (at two levels-early and late) were the moderating variables considered in the study. Participants in this study were assigned to three groups; two experimental groups (exposed to video modelling and drama therapy) and a control group. Relevant data were collected and analysed. Based on the findings of this study, it was concluded that both video modelling and drama therapy were effective in enhancing the self-help skills of participants. Finding from this study established that the treatment effectively enhanced the self-help skills of the participants; drama therapy enhanced self-help skills of participants more when compared to video modelling. Their age of entry to school as a moderating variable has effect on identification of self-care items and their use, brushing of teeth skills and combined skills but did not moderate eating skills of pupils with moderate ID. The main effect of parental involvement on self-help skills (identification of self-care items and their use, eating skills, brushing of teeth skills and combined skills) of pupils with moderate ID was not significant. The interaction between treatment and parental involvement, treatment and age of entry as well as treatment, parental involvement and age of entry had insignificant effect on the self-help skills of pupils with moderate intellectual disability.

Educational implications of the findings
The results of this study have several educational implications. This study has proven that video modelling and drama therapy are effective strategies for enhancing self-help skills of participants which imply that self-help skills can be effectively enhanced using the strategies among participants. Special educators should endeavour to utilise these strategies in providing instruction to pupils with moderate intellectual disability to enhance their self-help skills.
Parental involvement had no significant main effect on self-help skills. This implies that irrespective of parental involvement (high and low) will not interfere in the self-help skills. The knowledge of this will hopefully assist educators in appreciating the non-interference of parental involvement on the self-help skills of pupils with moderate intellectual disability. Age of entry to school had significant main effect on self-help skills, which implies that participants that entered school early were known to do better in their self-help skills than those that entered school late.
Furthermore, treatment, parental involvement and age of entry to school interaction was not significant on self-help skills. In essence, when utilising video modelling and drama therapy strategies on self-help skills for pupils with moderate intellectual disability, it is important that the educator ensure that all materials and