Video Prompting to Teach Robotics and Coding to Middle School Students With Autism Spectrum Disorder

Abstract

Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or engineering. Drawing on findings from a systematic review of video-based modeling to teach academic skills to students with autism spectrum disorder and/or intellectual disability, researchers used a single-case study design to examine the efficacy of video-based modeling for teaching robotics and coding to students with autism spectrum disorder. Specifically, researchers used a multiple probe across skills single-case research design replicated across three middle school participants to teach block-based coding of robots. This afforded three intraparticipant replications and three interparticipant replications. A functional relation between the use of systematic video prompting and mastery of robotics coding skills was demonstrated. Further, to substantiate the social and ecological validity of video-based modeling interventions for public school settings, a special education teacher implemented the intervention in a special education classroom. Additionally, questionnaires were disseminated to study participants and public school special educators naive to the study purpose and outcomes to assess the social validity (i.e., feasibility and effectiveness) of the intervention.