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

Abstract

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.

Keywords: Self-help skills, Video modelling, Drama therapy, moderate intellectual disability

DOI: 10.7176/JEP/12-9-05

Publication date:March 31^st 2021