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

Articles

A Systematic Review of Video Modeling Interventions to Improve the Independent Living Skills of Students with Autism Spectrum Disorder and Intellectual Disability

  • Kaylee S. Wynkoop, Ph.D. (Author) Indiana University of Pennsylvania image/svg+xml
    Kaylee S. Wynkoop, Ph.D., is an Assistant Professor in special education at Indiana University of Pennsylvania (IUP). Before joining the faculty at IUP, she worked as a special education teacher for over 6 years and earned her Ph.D. at the University of Pittsburgh. Her research targets technology-based interventions for students with autism and intellectual disability.
  • Daniel R. Wissinger, Ph.D. (Author) Indiana University of Pennsylvania
    Daniel R. Wissinger, Ph.D., is an Associate Professor in the Department of Professional Studies in Education at Indiana University of Pennsylvania (IUP). Before joining the faculty at IUP, he worked as a special education teacher for over 10 years and earned his Ph.D. at the University of Maryland. His research targets interventions for struggling readers and writers in the social studies.
  • Matthew Van Horn, M.S. (Author) Indiana University of Pennsylvania
    Matthew Van Horn, M.S., is a recent 2018 Master's graduate of Speech & Language Pathology at the Indiana University of Pennsylvania (IUP). He is currently employed as a Speech/Language Clinical Fellow working to obtain his certification in California. He enjoys working with children and adults with various communication disorders, with a special interest in neurological communication disorders.
DOI
https://doi.org/10.64546/jaasep.402
Abstract
The purpose of this meta-analysis is to review the single-subject experimental literature and aggregate results across studies investigating the effects of video modeling (VM) to address independent living skill deficits of students with autism spectrum disorder (ASD) and intellectual disability (ID). A total of 20 studies including 67 participants with ASD and/or ID met inclusion criteria. We extracted data from included studies and evaluated each using visual analysis and by calculating the average weighted percentage of non-overlapping data (PND) and confidence intervals (CI). Finally, we stratified results by VM approach and examined moderator variables to determine overall effect sizes, which VM approach appeared to be most effective, and whether specific study-level characteristics moderated the effects of the VM intervention. Results indicated that, overall, VM was an effective treatment for improving independent living skills of students with ASD and/or ID, however, our calculated effect size was somewhat lower than those seen in previous reviews of the VM literature. We found that VM with prompting was most likely to be effective and that study quality and student age likely mediated the effects of VM interventions whereas study setting and disability likely did not. Comparisons between our results and results of similar previously conducted meta-analyses are discussed, implications for practice are reviewed, and directions for future research are recommended.
Keywords
Age Differences, Autism, Daily Living Skills, Instructional Effectiveness, Intellectual Disability, Intervention
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How to Cite
Wynkoop, K. S., Wissinger, D. R., & Horn, M. V. (2019). A Systematic Review of Video Modeling Interventions to Improve the Independent Living Skills of Students with Autism Spectrum Disorder and Intellectual Disability. Journal of the American Academy of Special Education Professionals, 14(3), 6-25. https://doi.org/10.64546/jaasep.402

Fall 2019

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  • Article Type Articles
  • Submitted September 18, 2019
  • Published October 15, 2019
  • Issue Fall 2019
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