@article{54743dd750624c1a9e65ea68cac24668,
title = "Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children With Autism",
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. ",
keywords = "ASD subtypes, Video Modeling, Fluency, Comprehension, Reading, behaviour analysis",
author = "Catherine Storey and Rachael Egarr",
year = "2021",
month = jul,
day = "30",
doi = "10.1007/s10803-021-05217-z",
language = "English",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",
}