Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Effect of Video Modeling on Preschoolers’ Learning Who are Diagnosed with Autism Spectrum Disorder: A Meta-Analysis

  • Sanpalei Nylla Lyngdoh, M.A. (Author) Texas Tech University image/svg+xml
    Sanpalei N. Lyngdoh, M.A., is a doctoral candidate in Special Education at Texas Tech University. She is currently working as a research associate intern in the practice area of Disability and Rehabilitation at the American Institutes for Research (Austin, Texas) on projects related to adults with Autism Spectrum Disorder (ASD) and employment outcomes. Prior to this, she was a research assistant for three years at Texas Tech University. Sanpalei Lyngdoh has presented in conferences regarding adult with ASD and, meta-analyses on video-based instruction and ASD.
  • Konabe Bene, Ph.D. (Author) Texas Tech University
    Konabe Bene, PhD., is currently a researcher at the Autonomous Research Center of Educational Psychology, Autism Spectrum Disorder, Behavioral Sciences, and Human Development in Ouaga, West Africa. He also works as an agent of change and counter terrorism. He graduated from Texas Tech University in 2015 with a PhD in Educational Psychology. Dr.Bene has worked intensively in the area of intellectual disabilities.
DOI
https://doi.org/10.64546/jaasep.356
Abstract
We conducted a meta-analysis of 22 video modeling intervention studies that included 49 preschool children diagnosed with autism spectrum disorders. Using the Nonoverlap of all pairs ("NAP"), an index of data overlap between phases in single-case research, we calculated effect size. Effect sizes for subgroups were also calculated. The subgroups included play, socialization, communication, imitation, and life skills. Finally, we conducted a "t"-test to compare effect sizes between subgroups. Results showed that overall effect size was 0.85 which was found to be medium and subgroups were all found to have medium effects as well and ranged from 0.73 to 0.92. The "t"-test yielded non-significant results between the five sub-groups. Results across the studies indicated that video modeling is effective in teaching these skills. We discuss the results and make suggestions for future researchers and practitioners.
Keywords
Attention, Autism, Behavior Modification, Communication Skills, Daily Living Skills, Generalization
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How to Cite
Lyngdoh, S. N., & Bene, K. (2018). The Effect of Video Modeling on Preschoolers’ Learning Who are Diagnosed with Autism Spectrum Disorder: A Meta-Analysis. Journal of the American Academy of Special Education Professionals, 13(1), 82-102. https://doi.org/10.64546/jaasep.356

Winter 2018

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  • Article Type Articles
  • Submitted January 3, 2018
  • Published February 15, 2018
  • Issue Winter 2018
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