Effects of Task Analysis and Symbolic Modeling on Self-Help Skill Acquisition among Learners with Moderate Intellectual Disability in Ghana

Abstract

Learners with moderate intellectual disability often experience difficulties acquiring self-help skills needed for independent living. This study examined the effects of task analysis and symbolic modeling on self-help skill acquisition among learners with moderate intellectual disability in Ghana. A quasi-experimental pretest-posttest control group design was used. Thirty learners from Dzorwulu Special School and Twin City Special School participated in the study and were assigned to Task Analysis, Symbolic Modeling, and Conventional Teaching groups. Data were collected using the Self-Help Skills Performance Test and analysed using Analysis of Covariance (ANCOVA). The results showed significant treatment effects on eating [F(2, 17) = 4.685, p < .05, partial η² = .420], bed-making [F(2, 17) = 11.300, p = .001, partial η² = .571], and tooth-brushing skills [F(2, 17) = 9.867, p < .05, partial η² = .537]. Learners who received task analysis and symbolic modeling performed significantly better than those who received conventional instruction. Although symbolic modeling produced slightly higher gains, both interventions were effective in improving self-help skills. The study concludes that task analysis and symbolic modeling are effective instructional strategies for promoting independence among learners with moderate intellectual disability. The findings support the use of evidence-based instructional practices in special education programmes.