Students with intellectual disabilities also need to use proper honorific for each situation as a community member. However, honorific education for students with intellectual disabilities have been limited for two reasons. Firstly, honorific use for students with intellectual disabilities has not been considered as an essential educational element. Secondly, it is not easy to teach honorific nuse to students with intellectual disabilities. In this situation, this study suggests video self-modeling as a honorific use interventional strategy for students with intellectual disabilities in special classes of elementary school and analyzed its effects.
In this study, video self-modeling intervention was conducted over 20 times by applying multiple probe design across subjects to 3 elementary students with intellectual disabilities. To produce video self-modeling intervention, the video was shot by making a list of sentences including 2-3 phases with most frequently used in daily life. We made the students watch by editing their utterance with video files, and then evaluated the degree of recognizing speaking politely immediately after finishing the session. Maintenance inspection of session 5 was carried out in two weeks after the end of intervention.
The results obtained through this study are as follows:
First, as a result of conducting video self-modeling intervention to students with intellectual disabilities, the average incidence of 0%∼19.27% in the baseline period increased by student A-68.93%, student B-54.67%, student C-25.42% so the rate of speaking politely improved.
Second, as a result of examining whether video self-modeling intervention showed a difference according to types of speaking politely of each student, its effects appeared in the order of speaking politely for opponents, objects, subjects. During the intervention, student A showed the average rate of 58.05% of speaking politely for subjects, 53.25% for objects, 95.5% for opponents, student B showed the average rate of 45.65% of speaking politely for subjects, 50.35% for objects, 54.52% for opponents and student C showed the average rate of 17.85% of speaking politely for subjects, 30.40% for objects, 28% for opponents. The effect size to speak politely for opponents rose sharply from the moment students understood grammar rules, students were most difficulty because they utilized complicated grammar rules to divide passive and active voices, past and present tenses.
Third, although the students showed the forgetfulness of memory in the first stage of speaking politely for objects, intervention effects were kept generally. In the case of speaking politely for objects, they should learn about certain words corresponding to speaking politely separately because opportunities of repeating practice until complete training was done during the intervention session were lack. These results suggested that video self-modeling intervention improved the ability of speaking politely of students with intellectual disabilities.