Effectiveness of using Video Modeling (VM) and Self-modeling intervention (SM) on play skills for Students with Autism Spectrum

نوع المستند : المقالة الأصلية

المؤلف

كلية التربية - جامعة تبوك

المستخلص

Children diagnosed with autism spectrum disorder (ASD) commonly exhibit delayed play skills compared to peers without the disorder (Klintwall et al., 2015). This literature review examines the efficacy of video-modeling (VM) and self-modeling interventions in the promotion of play skills for children with ASD between 4 and 9 years of age. The literature review used three channels—electronic sources, reference lists, and journals (Cooper, 2010)—to collect data. The review encompassed a total of 10 studies (N = 27), all of which fulfilled the predetermined selection criteria. To determine the efficacy of VM interventions, we computed the degree to which the data did not overlap between the baseline and intervention stages as a percentage, that is, as the percentage of nonoverlapping data (PND). The findings of all 10 studies indicated that VM interventions yielded an overall improvement in play skills; the PND score of 90.8% indicated that the interventions had a high degree of efficacy. Subsequently, a number of domains have been deliberated as potential focal points for future investigations.

الكلمات الرئيسية

ملفات

شارك

إرسال الاستشهاد إلى

الإحصائيات