The Effectiveness of Video Self-Modeling in Teaching Active Video Game Skills to Children with Autism Spectrum Disorder

Abstract

Video self-modeling (VSM) is a teaching method in video-based approaches for children with Autism Spectrum Disorder (ASD), who have a limited repertoire of leisure skills and tend towards sedentary behaviours. The aim of this study was to investigate the effectiveness of the video self-modeling procedure in teaching active video game skill to children with ASD. The study included 4 children with ASD aged 7 years, who participated in the study and were taught an active video game skill, consisting of multi-step skills (25), in a one-to-one training format in five sessions per week. A multiple probe design with probe conditions across subjects was used to analyse the effects of the VSM. The results of this study showed that VSM was effective in teaching active video game skills to children with ASD. The playing of the active video game was continued after the training process during maintenance and generalization probe sessions. In addition, the social validity data reflected positive results about acceptability of intervention, appropriateness of the goals, and importance of the outcomes. VSM could be utilized to teach motor imitation skills and increase the repertoire of leisure skills, and active video games are recommended to increase level of physical activity instead of non-active video games for children with ASD.