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

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 10 to 12, 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.