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<p>Adults with intellectual and developmental disabilities (IDD) have limited exposure to sex education relating to romantic relationships. Moreover, the scarcity of research about this quality-of-life component demonstrates a need for intervention research to be conducted with this population. The researchers created a video modeling training intervention program consisting of a compilation of 80 videos whereby an individual proposes either an appropriate or inappropriate scenario. A selection of both appropriate and inappropriate videos scenarios were individually presented to use within the intervention. We used a concurrent multiple probe design across the participants, adults with IDD, to examine whether the video modeling training intervention comprised of a 10-step task analysis was effective when making decisions on how to respond to the partner in the scenario video. Results demonstrated that the video training increased effective decision-making skills for all participants. Although participants did not maintain mastery levels of these skills two weeks after the intervention’s removal, all participants maintained significant levels of responding compared to baseline. Limitations and future research are discussed.</p>

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Using Video Modeling to Teach Romantic Relationships to College Students with Intellectual and Developmental Disabilities

  • 期刊论文

  • 发表日期：

    2026年1月13日

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  • Brianna Miller,
  • Lauren Berlingo,
  • Kaley Adams,
  • Kelly Kearney,
  • Elisa Cruz,
  • Lisa Finnegan

摘要

Adults with intellectual and developmental disabilities (IDD) have limited exposure to sex education relating to romantic relationships. Moreover, the scarcity of research about this quality-of-life component demonstrates a need for intervention research to be conducted with this population. The researchers created a video modeling training intervention program consisting of a compilation of 80 videos whereby an individual proposes either an appropriate or inappropriate scenario. A selection of both appropriate and inappropriate videos scenarios were individually presented to use within the intervention. We used a concurrent multiple probe design across the participants, adults with IDD, to examine whether the video modeling training intervention comprised of a 10-step task analysis was effective when making decisions on how to respond to the partner in the scenario video. Results demonstrated that the video training increased effective decision-making skills for all participants. Although participants did not maintain mastery levels of these skills two weeks after the intervention’s removal, all participants maintained significant levels of responding compared to baseline. Limitations and future research are discussed.