Effectiveness of Video Self-Modeling in Teaching Unplugged Coding Skills to Children with Autism Spectrum Disorders

Creative Commons License

Kurnaz E.

BEHAVIORAL SCIENCES, vol.15, no.3, pp.1-22, 2025 (SSCI, Scopus)

  • Publication Type: Article / Article
  • Volume: 15 Issue: 3
  • Publication Date: 2025
  • Doi Number: 10.3390/bs15030272
  • Journal Name: BEHAVIORAL SCIENCES
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Linguistic Bibliography, Directory of Open Access Journals
  • Page Numbers: pp.1-22
  • Open Archive Collection: AVESIS Open Access Collection
  • Anadolu University Affiliated: Yes

Abstract

This study examined the effectiveness of video self-modeling in teaching unplugged

coding skills to children with autism spectrum disorder (ASD). The participants

included one female and three male children with ASD, ages 9 to 10, in a multiple-probe

design across subjects. The findings demonstrated that video self-modeling successfully

facilitated the acquisition of unplugged coding skills for all four students. Additionally, all

participants could generalize these skills to a new setting, and for those assessed, the skills

were maintained for up to 12 weeks after the intervention. Social validity data collected

from participants and their parents indicated positive perceptions of the approach. This

study’s results highlight implications for instructional practices and future research.