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ERIC Number: EJ1005268
Record Type: Journal
Publication Date: 2013-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-1088-3576
Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents with Autism and Intellectual Disability
Burton, Cami E.; Anderson, Darlene H.; Prater, Mary Anne; Dyches, Tina T.
Focus on Autism and Other Developmental Disabilities, v28 n2 p67-77 Jun 2013
Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. (Contains 1 table and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A