Hussar W. J.

U.S. Department of Education, Office of Elementary and Secondary Education

U.S. Department of Education, Office of Planning, Evaluation and Policy Development

 The current study evaluated the effectiveness of two video modeling programs, one using discrete video modeling and another using standard video modeling, to teach expressive vocabulary words to individuals with autism and other disorders. The researchers collected data across four classrooms in a school district in Inglewood, California, in a double-blind study across three weeks. During Week 1, baseline data were collected across two sets of targets presented in each video modeling program. During Week 2, the instructors showed the standard video modeling program to half of the classrooms, while instructors for the other half of the classes showed the discrete video modeling program. During Week 3, the instructors switched the video modeling programs with the two groups to compare the language acquisition outcomes. The researchers collected data on all targets at the end of each week’s viewings. Comparing the two programs using chi-square tests of independence, the research showed a significant increase in expressive words with the discrete video modeling program. </jats:p

Maria F. Gilmour

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Journal of Special Education Technology

Comparing the Teaching Efficacy of Two Video Modeling Programs Delivered in a Group Format in Special Education Classrooms to Improve Expressive Language

Comparing the Teaching Efficacy of Two Video Modeling Programs Delivered in a Group Format in Special Education Classrooms to Improve Expressive Language

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