Using Video Self-Modeling Via iPads to Increase Academic Responding of an Adolescent with Autism Spectrum Disorder and Intellectual Disability

Abstract

Recent investigations on effective interventions for students with autism spectrum disorder (ASD) have focused on video modeling (VM) and video self-modeling (VSM) to teach a variety of skills. While a considerable literature base exists on VM/VSM to address the social communication, functional, vocational, and behavioral needs of this student population, studies targeting academic skills are only recently emerging. Using an ABAB reversal design, this study examined the impact of VSM, delivered using a video iPad, on the academic responding of a secondary student with ASD and intellectual disability during science instruction. Results indicated positive treatment effects, with the participant increasing correct, unprompted academic responding during the VSM intervention, decreasing such responses when VSM was withdrawn, and increasing response rate when the intervention was re-introduced. Recommendations for teacher preparation in ASD and future research directions are discussed.

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