The Effects of Video Modeling on Skill Acquisition in Children with Autism Spectrum Disorder

Abstract

The current study examined the effectiveness of a video modeling procedure on a basicmath skill acquisition in students with Autism Spectrum Disorder (ASD) using a multipleprobe across students design. Participants were four kindergarten/first grade students in aself-contained classroom in an urban public school. All met the criteria for ASD prior tobeginning the study. The independent variable included a video model teaching a basicmath skill. The dependent variable was correct student response. Results indicated thatone of the four students responded to the intervention immediately and these skillsmaintained over time. However, the other three students did not respond to videomodeling instruction. Conclusions regarding the effectiveness of the video modelingprocedure for teaching math skills were inconclusive. Implications for further researchare addressed.