The current study examined the effectiveness of a video modeling procedure on a basic math skill acquisition in students with Autism Spectrum Disorder (ASD) using a multiple probe across students design. Participants were four kindergarten/first grade students in a self-contained classroom in an urban public school. All met the criteria for ASD prior to beginning the study. The independent variable included a video model teaching a basic math skill. The dependent variable was correct student response. Results indicated that one of the four students responded to the intervention immediately and these skills maintained over time. However, the other three students did not respond to video modeling instruction. Conclusions regarding the effectiveness of the video modeling procedure for teaching math skills were inconclusive. Implications for further research are addressed.
展开▼
