Date of Award
Culminating Project Type
Special Education: M.S.
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Video Self-Modeling (VSM) provides learning opportunities for young children with disabilities through technology by watching a 3-minute video clip of himself/herself successfully performing a desired behavior. In this study, a single case multiple-baseline design was used to determine the effectiveness of VSM in increasing social interactions specifically in the area of cooperative play in three young children ages 4 years old and 5 years old. The participants in the study receive Special Education Services under the Autism Spectrum Disorders (ASD), and Developmental and Cognitively Delayed (DCD) educational categorical labels and participate in a center-based classroom with non-typical peers. VSM enhanced overall play skills, appropriate play, and engagement in play activities. The relationship between educational labels and VSM effectiveness is discussed along with other factors that may influence VSM outcomes with young children with a variety of disabilities.
Ewens, Katherine A., "Exploring the Effects of Video Self-Modeling as an Intervention for Social Interactions in Young Children with Disabilities" (2016). Culminating Projects in Special Education. 20.