Investigating the effectiveness of the video self-modeling on teaching video game skill for children with autism spectrum disorders

Video self-modeling is a kind of teaching method of a video model, which is evidenced for teaching different skills to the children with autism spectrum disorders (ASD). Findings of research studies showed that video self-model is an effective method to teach several developmental skills such as communication skills, social skills, and academic skills. There were limited studies related the effectiveness of the video self-modeling in the literature. Therefore, increasing the studies, which are utilized the video self-modeling on teaching several developmental skills for children with ASD, is thought to be crucial. The purpose of this study was to determine the effectiveness of the video self-modeling on teaching video game skill for children with ASD. A multiple probe design with probe conditions across subjects, one of the single subject designs, was used. The study was also examined the maintenance and generalization performance of the four participants, between 7-9 years old. In addition, social validity data was collected from parents of the children with ASD. Findings of the study showed that the participants were able to display the video play skills during teaching, maintenance, and generalization phases. Social validity data reflected positive opinions of the parents about the findings and the taught skills. Key words: video self-modeling, video game skills, autism spectrum disorders, leisure time skill.