Acceptability and Usability of Video Modeling for Teaching Students with Autism in Taiwan: What Preliminary Data Tells Us

Research output: Contribution to journalArticle

Abstract

The purpose of this survey study was to explore how video modeling (VM), an evidence-based practice in teaching students with autism, has applied in practice. A convenience sample of 141 practitioners was recruited from five continuing education sessions on the topic of VM in Taiwan. Thirty- eight percent of participants reported having previous experience applying VM, and 99% of them considered using VM in the future. Compared with non-special education teachers, more special education teachers reported having no previous experience applying VM, and no greater intention of producing VM in the future. In addition, the results from response content analysis of participants show that there are differences between research and practice of VM. The study ended with implications drawn from the Three-Tier Video Modeling Intervention Model.
Original languageEnglish
Pages (from-to)271-289
Number of pages19
Journal身心障礙研究季刊
Volume14
Issue number4
Publication statusPublished - 2016

Fingerprint

autism
Taiwan
video
Teaching
student
teacher
special education
content analysis
education
experience
evidence

Keywords

  • video modeling
  • evidence-based practice
  • autism
  • Three-Tier Video Modeling Intervention Model
  • 影片示範教學
  • 實證教學研究
  • 自閉症
  • 三層級影片示範教學模式

Cite this

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title = "Acceptability and Usability of Video Modeling for Teaching Students with Autism in Taiwan: What Preliminary Data Tells Us",
abstract = "The purpose of this survey study was to explore how video modeling (VM), an evidence-based practice in teaching students with autism, has applied in practice. A convenience sample of 141 practitioners was recruited from five continuing education sessions on the topic of VM in Taiwan. Thirty- eight percent of participants reported having previous experience applying VM, and 99{\%} of them considered using VM in the future. Compared with non-special education teachers, more special education teachers reported having no previous experience applying VM, and no greater intention of producing VM in the future. In addition, the results from response content analysis of participants show that there are differences between research and practice of VM. The study ended with implications drawn from the Three-Tier Video Modeling Intervention Model.",
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