Letter formation using video modeling compared to in vivo modeling for children with autism
A multiple-baseline A-B single subject design across four participants was used to evaluate the effectiveness of in vivo versus video modeling on copying skills in children with autism. Participants were presented with an uppercase letter that was not in their particular current letter-copying repertoire. The participants were presented with the letter, first in the in vivo condition and then in the video modeling condition. After observing the letter modeled in either condition, the participant was asked to copy the letter. Each copying attempt was scored, on a scale of 1 to 4. Results suggest that video modeling made a difference in acquisition of uppercase letter copying skills for one out of the four participants.