Effect of Video Modeling on Preschoolers Learning Who are Diagnosed with ASD: Meta-Analysis

Abstract

We conducted a meta-analysis of 22 video modeling intervention studies that included 49 preschool children diagnosed with autism spectrum disorders. Using the Nonoverlap of all pairs (NAP), an index of data overlap between phases in single-case research, we calculated effect size. Effect sizes for subgroups were also calculated. The subgroups included play, socialization, communication, imitation, and life skills. Finally, we conducted a t- test to compare effect sizes between subgroups. Results showed that overall effect size was 0.85 which was found to be medium and subgroups were all found to have medium effects as well and ranged from 0.73 to 0.92. The t- test yielded non-significant results between the five sub-groups. Results across the studies indicated that video modeling is effective in teaching these skills. We discuss the results and make suggestions for future researchers and practitioners.