Using an iPad-based video modelling package to teach numeracy skills to a child with an autism spectrum disorder

Abstract

PURPOSE: To evaluate the effectiveness of a video modelling package to teach a 5 year-old boy diagnosed with an autism spectrum disorder (ASD) basic numeracy skills. The treatment package consisted of iPad-based video modelling, gradual fading of video prompts, reinforcement, in vivo prompting and forward chaining. METHODS: A single subject multiple baseline across numerals design with generalization and maintenance observational measures. RESULTS: Clear gains were evident in the participant's ability to identify and write the Arabic numerals 1-7 and comprehend the quantity each numeral represents in association with the lagged intervention. Generalization and maintenance data demonstrated the robustness of the treatment effects. CONCLUSIONS: IPad-based video modelling, when used in a package, can be an effective technique for teaching numeracy skills to children with an ASD. Systematic replication of this study with different participants is warranted.