Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability

Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual...

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Bibliographic Details
Published in:Focus on autism and other developmental disabilities 2013-06, Vol.28 (2), p.67-77
Main Authors: Burton, Cami E., Anderson, Darlene H., Prater, Mary Anne, Dyches, Tina T.
Format: Article
Language:English
Subjects:
Adolescents
Autism
Behavior modification
Developmental disabilities
Educational Technology
Intervention
Junior High School Students
Males
Mathematics
Mathematics Skills
Mental Retardation
Skill Development
Student Characteristics
Teaching Methods
Teenagers
Video
Video Technology
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Summary:Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed.
ISSN:1088-3576
1538-4829
DOI:10.1177/1088357613478829