A publication of the Technology and Media Division of the Council for Exceptional Children
JSET Articles Index
Volume 23 Number 3
Does the Model Matter? Comparing Video Self-Modeling and Video Adult Modeling for Task Acquisition and Maintenance by Adolescents with Autism Spectrum Disorders
David F. Cihak
Linda Schrader
University of Tennessee
Abstract
The purpose of this study was to compare the effectiveness and efficiency of learning and maintaining vocational chain tasks using video self-modeling and video adult modeling instruction. Four adolescents with autism spectrum disorders were taught vocational and prevocational skills. Although both video modeling conditions were effective for acquiring and maintaining vocational skills, one participant performed more effectively during video self-modeling instruction. Two participants acquired skills more efficiently during video self-modeling instruction and the fourth participant showed no functional preference for self-modeling or adult modeling conditions. In addition, the classroom teacher indicated that video modeling methods were socially acceptable for school settings and would recommend them to other teachers.
