The Effects of Computer-Based Video Modelling on Teaching Problem-Solving Skills to Students with Intellectual Disabilities

This study aims to determine the effectiveness of computer-based video modelling in teaching mathematical problem-solving skills that require addition and subtraction operations to students with intellectual disabilities. One of the single subject research designs, i.e. multiple probe design was used in this study with all participants, a girl and five boys with intellectual disabilities between the ages of 11 and 13. At the time of the research, students were attending a Special Education and Rehabilitation Centre in the province Nicosia in North Cyprus. The collected data were analysed, interpreted and presented in graphs. The obtained research results show that computer-based video modelling, i.e. video-based instruction is effective in teaching students with intellectual disabilities mathematical problem-solving skills that require addition and subtraction operations. The students maintained these problem-solving skills after the 10th and 20th day of the intervention and transferred these skills to a different environment (class) and individuals (teachers).