Comparison of Model-Lead-Test and Video-Modeling in Teaching Digital Citizenship Skills to Individuals with Intellectual Disability - Study Abstract

Oct 15, 2026

This study compares the effectiveness and efficiency of model-lead-test (MLT) and video modeling (VM) for teaching individuals with intellectual disability how to access and use Turkish government services in digital environments. Four participants participated using an adapted alternating treatments design within a single-subject research framework. Both interventions promoted digital citizenship skill acquisition. Results indicate equal effectiveness for three participants and a slight advantage for VM for one. MLT required fewer sessions and shorter instructional duration overall. Non-targeted information presentation related to digital citizenship increased knowledge levels. Participants and parents reported positive opinions regarding social validity.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Background and digital citizenship in independent living

Video modeling (VM) and model-lead-test (MLT) methods

Prior studies using VM and MLT

Comparison of Model-Lead-Test and Video-Modeling in Teaching Digital Citizenship Skills to Individuals with Intellectual Disability1 Funda ULUGÖL2 Ministry of National Education, Toki Mehmet AkifErsoy Primary School Sezgin VURAN3 Anadolu University Abstract This study aimed to compare the effectiveness and efficiency of the model-lead-test (MLT) and video modeling (VM) methods in teaching individuals with ID how to access and use the services provided by the Turkish state in digital environments. Four individuals participated in the study, in which the adapted alternating treatments design, one of the single-subject research designs, was used. Both methods were effective in ensuring that participants acquired digital citizenship skills. The findings showed that both interventions were equally effective for three participants and VM was slightly more effective for one participant. MLT was more efficient for all participants in terms of the number of sessions and the duration of instruction. It was recorded that non-targeted information presentation regarding digital citizenship elements increased participants’ knowledge levels. The participants and their parents expressed positive opinions about the study’s social validity. Keywords: Intellectual disability, mobile application, digital citizenship, video modeling, model-leadtest. DOI: 10.29329/epasr.2025.1297.3 Submitted: 30 December 2024 Accepted: 22 February 2025 Published: 31 March 2025 1 This is the study of the doctoral thesis conducted under the supervision of Sezgin VURAN and within the scope of Project number 2105E130 supported by Anadolu University Scientific Research Projects Commission. This study was presented as an oral presentation at the 33rd National Special Education Congress. 2 Dr., Toki Mehmet AkifErsoy Primary School, Ministry of National Education, Düzce, ORCID: 0000-0002-4576- 5301, Email: [fundabgr@gmail.com](fundabgr@gmail.com) Correspondence: [fundabgr@gmail.com](fundabgr@gmail.com) 3 Assoc. Prof. Dr., Faculty of Education, Anadolu University, Eskişehir, ORCID: 0000-0001-7658-1102, Email: [svuran@anadolu.edu.tr](svuran@anadolu.edu.tr) Introduction In the 21st century age of technology, people have started to do shopping on the internet, use communication platforms for communication, and make banking and invoice transactions via ebanking. Hence, the changing world and fast-developing technology have led people to perform social skills, consumer skills, leisure time skills, skills necessary to fulfill their civic responsibilities, and skills of accessing information and resources, which fall within the scope of independent living skills, in digital environments. Digital literacy and internet use are key elements to prevent the exclusion of groups with differences, such as individuals with ID, from this digitalized life (Salmerón et al., 2018) . Every individual should be able to use technology to some extent to improve their quality of life, which is also true for individuals with ID (Wehmeyer et al., 2008) . When studies aiming to teach the use of digital devices and the internet to individuals with ID are reviewed, it is seen that VM and MLT methods are mostly used as independent variables (Almalki, 2022; Bassette et al., 2018; Dundon et al., 2013; Hommond et al., 2010; Kelley et al., 2016; Walser et al., 2012; Wennerlind et al., 2019). VM is a teaching method that requires using technology to record a demonstration of the desired behavior or skill and display the video. The video is shown to an individual, and then the individual has the opportunity to perform the target behavior either now or at a later time. There are different modeling types, such as adults or peers as a model, video self-modeling, point-ofview modeling, video prompting (VP), and video feedback (Steinbrenner et al., 2020) . VP break down the target skill into steps that can be performed directly after watching each video clip (Domire & Wolfe, 2015

FAQs

What is the purpose of this study comparing MLT and VM?

To compare how effective and efficient model-lead-test (MLT) and video modeling (VM) are for teaching individuals with intellectual disability how to access and use Turkish state services in digital environments.

How many participants took part, and what research design was used?

Four individuals participated, using an adapted alternating treatments design, a type of single-subject research design.

Which method was more efficient, and what did the results show about effectiveness?

MLT was more efficient for all participants, requiring fewer sessions and less instructional duration. Both methods were equally effective for three participants, while VM was slightly more effective for one.

Oct 15, 2026

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