Teaching Skills Via Video Modeling for Children with ASD: Effect of Monitoring

The acquisition of daily life skills using video modeling (VM) has been investigated in children diagnosed with ASD. However, such studies show divergences regarding the effectiveness of this teaching modality. This research is to investigate the effects of monitoring training on the learning using VM of children with ASD. A multiple probe design between participants was used. Two children diagnosed with ASD were exposed to monitoring training. Before and after this training, skill learning probes were performed via VM. There were also maintenance and generalization tests for skills learned via VM. Participants acquired the monitoring repertoire, and the data suggest that such performance contributed to further learning via VM, in addition to demonstrating retention and generalization to other skills.