The effectiveness of using video self-modelling intervention to develop the academic skills of students with autism spectrum disorder: A systematic review

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BASMAA SULAIMAN HAMMAD ALATAWI
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Saudi Digital Library
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Video self-modelling (VSM) intervention can be used to teach new behaviour and social skills and reduce the behavioural problems of students with autism spectrum disorder (ASD). However, the influence of VSM on the academic skills of such students has only been examined in a limited number of studies. Additionally, according to the researcher’s investigation, there were no meta-analyses or systematic reviews on this topic. Therefore, this systematic review is the first that has aimed to evaluate the effect of VSM in developing the academic skills of students with ASD. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 checklist was followed by the researcher to review the English primary research published in peer-reviewed journals from 2000 to 2021 across four databases (APA PsycINFO, MEDLINE, Scopus and ERIC). Each of the studies that used VSM to enhance the academic skills of students with ASD aged 3 to 17 years old. The Critical Appraisal Skills Programme checklist (2018) was used to evaluate the quality of the studies. Data extraction and narrative summary tables were used to analyse the studies in the Results chapter. Although the number of studies in the systematic review is small (seven studies with a total of 19 participants), the researcher concluded from her evaluation that this intervention could be useful for use individually or with other interventions for students with ASD to improve their academic skills. Further research is necessary to support the positive results of the systematic review and towards generalising the results to a large number of students with ASD. The implications for practice were addressed, along with suggestions for future research.
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