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Abstract
This study investigated the effects of video self-modelling (VSM) on reducing task avoidance behaviours of four elementary-aged students with autism spectrum disorders. A multiple-probe design across participants showed that the performance of two of the four participants was positively changed immediately after the VSM interventions were implemented. The performance of one participant did not change positively until the original VSM was modified. The performance of another participant was not improved even after the modified VSM was implemented. In addition, improved attentiveness to the video did not necessarily lead to positive effects of the VSM interventions.
Acknowledgements
The findings reported here are based on research conducted as part of a Grants-in-Aid for Scientific Research funded by the Ministry of Education, Culture, Sports, Science and Technology under Grant No. 22531069 to Okayama University, and no restrictions have been imposed on free access to, or publication of, the research data. The content of this publication does not necessarily reflect the views or policies of the Ministry of Education, Culture, Sports, Science and Technology. The authors had no financial or other conflicts of interest.