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

• Published in: Journal of autism and developmental disorders Vol. 52; no. 8; pp. 3366 - 3382
• Main Authors: Egarr, Rachael, Storey, Catherine
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.08.2022; Springer; Springer Nature B.V
• Subjects: Accuracy; Autism; Autism Spectrum Disorders; Autistic children; Behavioral Science and Psychology; Child and School Psychology; Child Development; Children; Educational aspects; Fluency; Intervention; Learning disabilities; Linguistics; Memory; Meta Analysis; Methods; Modeling (Psychology); Multiple Regression Analysis; National Competency Tests; Neurosciences; Oral Language; Oral Reading; Original Paper; Pediatrics; People with disabilities; Perspective Taking; Pervasive Developmental Disorders; Phonology; Psychology; Public Health; Reading Ability; Reading Comprehension; Reading difficulties; Reading disabilities; Reading Fluency; Reading Improvement; Reading Research; Reading Skills; Reading Tests; Semantics; Short Term Memory; Skills; Students; Talking; Teachers; Video Technology; Visual Perception; Written Language; Northern Ireland; Fluency; Reading; Feedforward video self-modelling; Video modelling; Video self-modelling; Talking mats
• ISSN: 0162-3257; 1573-3432; 1573-3432
• DOI: 10.1007/s10803-021-05217-z

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 and 15) 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.