CHAPTER I

THE PROBLEM

Introduction

One (1) in 88 children (11.3 per 1,000) has been identified with an autism

spectrum disorder (ASD). (http://www.cdc.gov/Features/CountingAutism/, 2012)

Most children follow typical patterns of development from birth through

adolescence, children with autism on the other hand follow through differently.

Differences are often detected early and become clearer as a child with Autism Spectrum

Disorder (ASD) begins to drop behind the development of his peers. However, in some

cases an infant appears to develop normally until age one to three years. Then, sudden

changes may occur that indicate the presence of ASD.( Johnson, 2008)

Both scientific studies and practical experience have shown that the prognosis is

greatly improved if a child is placed into an intense, highly structured educational

program by age two or three. Autistic children perform stereotypic behaviors such as

rocking or twiddling a penny because engaging in repetitive behaviors shuts off sounds

and sights which cause confusion and/or pain. The problem is that if the child is allowed

to shut out the world, his brain will not develop. Children with autism and Pervasive

Developmental Disorder (PDD) need many hours of structured education to keep their

brain engaged with the world. They need to be kept interacting in a meaningful way with

an adult or another child. (Grandin, 2008)

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Children with autism are given chances not too different from those given to

individuals with normal mental functioning. Soon after being diagnosed with such a

condition, they are given the opportunity of being molded into functioning members of

the society through Special Education (SpEd). Since disabilities are mainly on behavior,

motor and social interaction, the emergence of various SpEd schools has greatly made

teaching and learning much more tangible.

The interventions for these children mostly revolve around such skills that will

enable them to afford a life of independence and the ability for socialization and

interaction with normal individuals. Activities of Daily Living (ADL) is prioritized as a

learning need, as a result, the ability of the child towards performing everyday tasks is

taught and integrated into daily routines for the purpose of continuous and repetitive

training towards gradual mastery. In some courses offered by certain SpEd schools, “self-

help time” is part of a regular school day. It is during this time of day when students are

educated on various skills including hygiene, grooming, orderliness and neatness.

Through such ways, these children are provided the essential keys towards having the

ability to function as normally as they can possibly do.

One of the researchers has a brother who has been diagnosed with autism; he is

currently 17 years old and is essentially in a much better state of life due to the thorough

and hands-on type of education that he has had at an early age. Having been enrolled in

various SpEd schools all over Lucena City, he was able to experience several teaching

strategies for himself. The researchers conducted this study to test and confirm whether

the application of these strategies as one-on-one teaching and group learning will prove

effective on the aspect of self-care.

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The study meant to explore the use of video modeling as a means of improving

on the things taught on the traditional classroom set-up of learning. Once proven

effective, it will largely reduce prolonged one-on-one teaching while making the learning

process more enjoyable for the students.

Statement of the Problem

The effectiveness of Instructional Video Material in improving self-help skills

among selected children with autism aimed to discover the usefulness of employing this

alternative approach moving towards the enhancement of self-care ability.

It specifically aimed to answer the following sub-problems:

1. What is the level of self-help skills manifested by the students before watching

the Instructional Video Material as observed by:

a. The Researchers in terms of:

I. Hygiene (handwashing and brushing teeth)

II. Dressing and Grooming

III. Feeding

b. The Teachers in terms of:

I. Hygiene (handwashing and brushing teeth)

II. Dressing and Grooming

III. Feeding
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2. What is the level of self-help skills manifested by the students after watching the

Instructional Video Material as observed by:

a. The Researchers in terms of:

I. Hygiene (handwashing and brushing teeth)

II. Dressing and Grooming

III. Feeding

b. The Teachers in terms of:

I. Hygiene (handwashing and brushing teeth)

II. Dressing and Grooming

III. Feeding

3. Is there a significant difference between the level of self-help skills manifested by

the students before and after watching the Instructional Video Material?

Hypothesis

In light of the identified research problems, the researchers expect the following

statement to be proven:

There is no significant difference between the level of self-help skills manifested

by the students before and after watching the Instructional Video Material.
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Theoretical Framework

According to Orem, self-care refers to those activities an individual performs

independently throughout life to promote and maintain personal well-being. It is the

individual’s ability to perform activities for grooming, toileting and table setting. It

consists of two agents: a self-care agent performing self-care independently and a

dependent care agent who is a person other than the individual who provides the care.

(Berman, et al., 2007)

The second innate ability that underlies imitation is the capacity for a theory of

mind. When a child copies the actions of another, he implicitly reflects the understanding

that there is something salient, something to be understood, a positive experience to be

gained by doing what another is doing. Imitation is a way of "assimilating" what is in the

mind of another through experiencing the experience of another. This explains the

attraction to imitating peers: Peers have minds of similar complexity and organization, so

the child can most readily "see" what it is that the peer is doing. (Siegel, 2009)

Bandura's social learning theory provided one of the theoretical bases for video

self-modeling. His view of learning emphasized the ability to learn by observing a model

or receiving instructions without experiencing the behavior firsthand. He noted that the

advantage of seeing oneself perform successfully "provides clear information on how

best to perform skills" and "strengthens beliefs in one's capability". This social-cognitive

model emphasized the reactive effects of cognitive factors (e.g., awareness) and

behavioral factors (e.g., observable actions, consequences) on learning new skills.

(Hitchcock, 2003)
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The study was largely dependent on the above mentioned theories as they served

as the basis or the guiding principle over the course of the study. The researchers have

taken note of the description of these theories as well as their implications that may be

reflected once these theories are adopted.

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Theoretical Paradigm

INPUT PROCESS OUTPUT

Level of
SELF- BEFORE
HELP
SKILLS in
terms of: Assessment of
Proposed
the Level of Instructional
a. Hygiene Video
Self-Help Skills
(Hand Before and After Material on
Washing Watching the the
and Instructional improvement
Brushing
Video Material of Self-Help
Skills
Teeth)
b. Dressing
AFTER
and
Grooming
c. Feeding

Figure 1. This figure shows the Input-Process-Output presentation in research. The

respondents, the selected children with autism were initially assessed for their self-help abilities
particularly in terms of hygiene, dressing and grooming, and feeding. A self-made Instructional
Video Material was shown for a specific frequency and duration of time and corresponding
observations were made after. The output will be a proposed Instructional Video Material on the
improvement of Self-Help Skills.
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Significance of the Study

On account of the study, significant contributions will prove useful to the

following individuals, groups and communities:

Children with Autism

They will be presented an alternative learning strategy for improving self-help

skills that is not only interesting and visually-amusing but is also stimulating in terms of

awareness of self and perceived needs.

Parents and Caregivers

They will utilize alternate means for teaching such as the use of instructional

video instruction to improve their child’s sense of initiative and capacity for self-care.

Showing of such Instructional Video Materials when done at appropriate times will serve

very beneficial to them, allowing more time for other aspects of caring for their children.

SpEd (Special Education) Teachers

They will be provided with an innovation directed at teaching and enhancing

skills; also, they may conduct sessions more easily in larger groups in comparison to the

conventional one-on-one set-up, thereby saving time and effort of both teacher and

student.

Student Nurses

Valuable information regarding the students’ learning needs will be explored

further to complement knowledge on concepts related to Psychiatric-Mental Heath

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Nursing and Growth and Development. In addition, the output may be utilized for student

Related Learning Experience in Institutions catering to children with ASD.

Future Researchers

This research study will serve as their guide and source of information for related

studies to be conducted.

Scope and Limitations

The study focuses on the improvement of self-help skills of selected children with

Autism through watching of Instructional Video Material (IVM). The assessment of self-

help skills were focused on categories such as Hygiene (Hand Washing and Brushing

Teeth), Dressing and Grooming and Feeding.

The following criteria were set in conducting the study, only students who

qualified for the formulated criteria were allowed to participate in the study (a) the

student is officially enrolled for school year 2012-2013, (b) he/she demonstrated the

readiness for an improvement in his/her current state of learning as recommended by

their respective SpEd teacher. (c) The parents of the child must fully consent to have their

child participate in the study.

The study was limited to self-help skills namely Hygiene (Hand Washing and

Brushing Teeth), Dressing and Grooming and Feeding; it did not include assessment or

evaluations of other variables such as behavior, characteristics and attitudes of the

respondents. This was done for the reason that the current curriculum at the selected

SpEd schools is largely focused on making the children self-sufficient. The researchers
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have chosen not to go beyond that scope which explains why only three subcategories

under self-help skills were investigated.

Definition of Terms

The following terms appear in the study and are defined by the researchers

operationally and conceptually:

Children with Autism (ASD). Children diagnosed to have a disorder of neural

development characterized by impaired social interaction and communication, and by

restricted and repetitive behavior. (www.ninds.hin.gov)

Instructional Video Material. Films that are meant to teach people something or

to offer them with help with a particular problem. In this study, it is especially made to

demonstrate a systematic procedure for the improvement of Self-Help Skills as Hygiene,

Dressing and Grooming and Feeding.

Self-Help Skills. Capacity of an individual to perform activities independently

throughout life to promote and maintain personal well-being without having to depend on

other people. In this study, it refers to adaptive skills that include hygiene (Hand Washing

and Brushing Teeth), Dressing and Grooming and Feeding.