Using video and live modelling to teach motor skill to children with autism spectrum disorder

Abstract

Observational learning is one of the most important learning tools for the education of people with autism spectrum disorders (ASD). The aim of current study was to investigate the effect of two kinds of demonstration, namely video and live modelling on learning of motor skills, in children with ASD. The kinematic motion data of each child were recorded by SIMI Motion Analyser and the results were examined three times in the pre-test, post-test and retention. The normalised root mean square (NoRMS) error and normalised root mean square differences (NoRMD) were used as dependent variables. It was observed that both groups (live and video learning) developed their performance of under-arm throwing after acquisition and retention phases. Also, the results showed that modelling is an efficient method to teach motor skills to children with ASD. However, analysis across the test sessions revealed that there was no significant difference between live and video modelling. This implies that children in both groups (live and video) benefited similarly. It can be concluded that modelling should be used as a technique to teach and improve motor skills learning to children with ASD.