A case study investigating the potential impact of video modelling on the teaching of a student with autism

Video modelling involves a student observing a video of a person carrying out a desired behaviour and the student subsequently imitating this behaviour. It can be used to demonstrate and teach certain skills to students with autism. The objective of this research study was to examine the potential impact of video modelling on the teaching of a student with autism. Specifically it explored whether video modelling could be used to teach a baking skill. The research was conducted using a single subject case study to determine if the participating student learned a baking task using video modelling as an intervention over a five month period. The study was divided into 4 phases where data was collected on the number of tasks independently completed. • Baseline Phase – the existing level of student performance was measured • Intervention Phase – the level of student performance after the video modelling intervention was measured • Generalisation Phase – the level of student performance in a different setting to where the learning took place was measured • Maintenance Phase – the ability to perform a task over time without re-teaching was measured Data collected in the study found that the student acquired the baking skill with 100% independence following the video modelling intervention. These findings suggest that video modelling was a successful technique for teaching the participating student the baking skill