Examining The Effectiveness Of Using Point-Of-View Video Modeling On Mathematics Improvement In Students With Learning Disabilities In Saudi Arabia

Abstract

Video Modeling (VM) is one of the most widely used approaches by researchers to improve many skills, such as academic skills in students with Learning Disabilities (LD; Boon et al., 2020). As the incidence rate of individuals with LD in Saudi Arabia increase (Almedlij & Rubinstein-Ávila, 2018), the need for evidence-based math interventions focused on the math development of individuals with LD also increases. Although VM is recognized as an Evidence-based Practice (EBPs), a limited number of studies have implemented VM as an intervention to improve mathematic skills. Implementing VM as a math intervention strategy would explore its effects on math skill improvements in students with LD in Saudi Arabia. This single-subject multiple baseline study aims to evaluate the effectiveness of an intervention that uses Point-of-View Video Modeling (POV-VM), a VM method, to improve addition focused math skills for elementary students with LD in Saudi Arabia.