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

Creative Commons License

Kurnaz E.

BEHAVIORAL SCIENCES, cilt.15, sa.3, ss.1-22, 2025 (SSCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 15 Sayı: 3
  • Basım Tarihi: 2025
  • Doi Numarası: 10.3390/bs15030272
  • Dergi Adı: BEHAVIORAL SCIENCES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Linguistic Bibliography, Directory of Open Access Journals
  • Sayfa Sayıları: ss.1-22
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Anadolu Üniversitesi Adresli: Evet

Özet

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.