Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children With Autism

Catherine Storey*, Rachael Egarr

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to include these individuals within the social validation process of behavioural research.
Original languageEnglish
JournalJournal of Autism and Developmental Disorders
Early online date30 Jul 2021
DOIs
Publication statusEarly online date - 30 Jul 2021

Keywords

  • ASD subtypes
  • Video Modeling
  • Fluency
  • Comprehension
  • Reading
  • behaviour analysis

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