Reading fluency and comprehension are critical skills for academic success, especially for children with Autism Spectrum Disorder (ASD). A recent study titled "Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism" provides valuable insights into how video modelling (VM) interventions can be utilized to enhance these skills. This blog will delve into the study's findings and offer practical advice for practitioners looking to implement these interventions effectively.
Understanding Video Modelling Interventions
Video modelling (VM) is an instructional technique that uses video recordings to demonstrate desired behaviors or skills. The study compared two types of VM interventions:
- Teacher Model VM: Videos featuring a teacher demonstrating fluent reading.
- Feedforward Video Self-Modelling (FFVSM): Edited videos showing the student themselves performing the reading task fluently.
Key Findings
The study involved four children with ASD, aged between 8 and 15, who participated in 10 VM sessions. The results were mixed but provided several important takeaways:
- FFVSM was effective for two participants, significantly improving their reading fluency.
- Overall, results for both interventions were inconsistent with previous research, indicating the need for further investigation.
- Social validation through Talking Mats Interviews showed that students generally enjoyed watching their own reading videos more than those featuring a teacher.
Practical Applications for Practitioners
Based on the study's findings, here are some actionable steps practitioners can take to implement VM interventions effectively:
- Personalization is Key: Tailor the VM intervention to the individual needs of the student. FFVSM may be more engaging and effective for some students.
- Consistency and Repetition: Ensure that the videos are watched consistently and multiple times to reinforce learning.
- Social Validation: Use tools like Talking Mats to gather student feedback and make necessary adjustments to the intervention.
- Monitor Progress: Regularly assess reading fluency and comprehension to measure the effectiveness of the intervention and make data-driven decisions.
Encouraging Further Research
The study highlights the need for more research to understand the full potential and limitations of VM interventions for children with ASD. Practitioners are encouraged to document their findings and share them with the broader educational and research community.
Conclusion
Video modelling interventions offer promising avenues for improving reading fluency and comprehension in children with ASD. By personalizing interventions, ensuring consistency, and using social validation tools, practitioners can create more effective learning experiences for their students.
To read the original research paper, please follow this link: Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism.
