본문 바로가기
  • Home

The Effects of Video-Modeling for Students with Autism Spectrum Disorders: Evidence from a Meta Analysis of Single-Subject Experimental Design Studies

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(1), pp.117-136
  • DOI : 10.19049/JSPED.2018.19.1.06
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 7, 2018
  • Accepted : March 22, 2018
  • Published : March 31, 2018

Byungkeon Kim 1 Yujeong Park 2

1경북대학교
2University of Tennessee

Accredited

ABSTRACT

This study aimed to examine the effectiveness of a video modeling strategy/intervention for students with autism spectrum disorders(ASD) using a meta analytic approach. Upon the use of inclusion/exclusion criteria to locate a proper set of studies to be used in meta analysis, a total of 14 domestic studies were yielded. Dependent variables included: academic skills, living skills, communication skills, emotional/behavioral skills, and vocational skills. As a way to look into the effects of moderators(i.e., grade, gender, intervention time, intervention session, types of video modeling, types of ASD, and ASD severity), Meta-ANOVA and Meta-regression were applied. Results showed that (a) the mean effect size calculated out of 18 effect sizes using a fixed effect model was Tau-U = .918(p = .000); (b) neither heterogeneity nor inconsistencies were found across studies; and (c) there were no significant moderator effects found. Based on the results, as well as the publication bias report, the effects of video modeling intervention and the possibility of using it in classrooms for students with ASD were discussed.

Citation status

* References for papers published after 2022 are currently being built.