A Comparison of Two Types of Video Modeling to Teach Adaptive Skills to Children with Autism

The study compared learners' point of view video modeling to whole person video modeling to teach table setting and pouring to children with autism. Twenty-six males between the ages of 4-16 participated in the study. Results of an analysis of covariance, Pearson's r correlations and independent sample t-tests indicated that there were no statistically significant differences between the two types of video modeling on either the percentage correct on the last trial or on the number of trials required to achieve mastery. However, a moderate to large effect size was found for the learners' point of view condition, suggesting future research may be warranted. The results of the analysis of covariance also indicated that imitation ability prior to the intervention had a statistically significant relationship with the outcome variables. This finding suggests that children with autism may benefit from being taught to imitate prior to exposure to video modeling interventions