The effects of video modeling in teaching functional living skills to persons with ASD: A meta-analysis of single-case studies

2016 ◽  
Vol 57 ◽  
pp. 158-169 ◽  
Author(s):  
Ee Rea Hong ◽  
Jennifer B. Ganz ◽  
Rose Mason ◽  
Kristi Morin ◽  
John L. Davis ◽  
...  
Keyword(s):  
Case Studies ◽  
Video Modeling ◽  
Single Case ◽  
Meta Analysis ◽  
Living Skills ◽  
Functional Living Skills

Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies

2012 ◽  
Vol 33 (4) ◽  
pp. 1076-1086 ◽  
Author(s):  
Rose A. Mason ◽  
Jennifer B. Ganz ◽  
Richard I. Parker ◽  
Mack D. Burke ◽  
Siglia P. Camargo
Keyword(s):  
Case Studies ◽  
Video Modeling ◽  
Single Case ◽  
Meta Analysis ◽  
Moderating Factors

scholarly journals Meta-analysis of Single-Case Research on Teaching Functional Living Skills to Individuals with ASD

2015 ◽  
Vol 2 (2) ◽  
pp. 184-198 ◽  
Author(s):  
Jennifer Ninci ◽  
Leslie C. Neely ◽  
Ee Rea Hong ◽  
Margot B. Boles ◽  
Whitney D. Gilliland ◽  
...  
Keyword(s):  
Single Case ◽  
Meta Analysis ◽  
Case Research ◽  
Research On Teaching ◽  
Single Case Research ◽  
Living Skills ◽  
Functional Living Skills

scholarly journals Meta-Analysis of Video Prompting to Teach Daily Living Skills to Individuals With Autism Spectrum Disorder

2018 ◽  
Vol 34 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Mashal Salman Aljehany ◽  
Kyle D. Bennett
Keyword(s):  
Autism Spectrum Disorder ◽  
Daily Living ◽  
Single Case ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Daily Living Skills ◽  
Video Prompting ◽  
Design Data ◽  
Living Skills

We conducted a meta-analysis of the single-case research design data on the effects of video prompting (VP) on the acquisition of daily living skills (DLS) among individuals with autism spectrum disorder (ASD). An analysis of potential moderators was conducted, and these included VP implemented alone versus VP with additional response prompting or error correction procedures, the effects of VP across participants’ age range, and the effects of VP among participants with ASD versus those with ASD and intellectual disability. There were 54 participants across 17 studies meeting our inclusion criteria. The results from the included studies demonstrated a moderate effect size for VP on the acquisition of DLS among the targeted population. The analysis of potential moderators showed no significant differences. These results and implications for research and practice are discussed.

scholarly journals Weighting strategies in the meta-analysis of single-case studies

2014 ◽  
Vol 46 (4) ◽  
pp. 1152-1166 ◽  
Author(s):  
Rumen Manolov ◽  
Georgina Guilera ◽  
Vicenta Sierra
Keyword(s):  
Case Studies ◽  
Single Case ◽  
Meta Analysis

Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis

2019 ◽  
Vol 85 (3) ◽  
pp. 367-386 ◽  
Author(s):  
Robin Parks Ennis ◽  
Mickey Losinski
Keyword(s):  
Students With Disabilities ◽  
Quality Indicators ◽  
Video Modeling ◽  
Explicit Instruction ◽  
Single Case ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Future Research ◽  
Evidence Based ◽  
Meta Analyses

Proficiency with fractions is one of the most significant predictors of later mathematics achievement. However, there are currently no meta-analyses that assess the literature base on fractions for students with or at risk for disabilities using quality indicators. We applied the 2014 Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (CEC EBP) to 21 studies, both single-case and group designs, with instructionally based fraction interventions, published from 1986 to 2017. Ten of the included studies met all of the CEC EBP quality indicators, and effect sizes ranged from g = 0.42 to 11.51 across interventions. Publication bias was mixed but limited across the research base. Included studies examined the effects of anchored instruction, explicit instruction, graduated instruction, strategy instruction, and video modeling; explicit instruction was determined to be an evidence-based practice when applying the CEC EBP standards. We offer limitations and directions for future research in this area.

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