Factors predicting current and future use of video-modelling in teaching students with autism spectrum disorder (ASD): a Saudi Arabian perspective

Abstract

Purpose

Despite the effectiveness of using video-modelling to teach skills for students with autism spectrum disorder (ASD), few studies have addressed video-modelling being adopted in the classrooms. This study measured special educators’ current use of video-modelling in teaching students with ASD in Saudi Arabia. It also investigated the factors predicting current and future use of video-modelling based on Diffusion of Innovation Theory.

Materials and Methods

A descriptive research design was used. A total of 271 special educators responded to a survey. A stepwise multiple regression and a logistic regression analysis were used to determine factors predicting current and future use of video-modelling.

Results

Results showed that special educators used video-modelling in teaching students with ASD at a low level (M = 2.59). Stepwise multiple regression analysis revealed that the combination of perceived relative advantage, perceived complexity, perceived trialability, and perceived observability predicted current use of video-modelling, whereas the logistic regression analysis revealed that perceived relative advantage and perceived trialability were only predictors of future use of video-modelling.

Conclusions

Results show that video-modelling is still used as an assistive technology slightly in teaching students with ASD, suggesting that educators may find it challenging to use video-modelling in classrooms. Results indicate that using video-modelling in teaching students with ASD can be influenced by a variety of factors related to the Diffusion of Innovation Theory. This is evidence that educational and rehabilitation stakeholders need to cooperate in addressing these factors to close the research-practice gap, and improve the adoption of video-modelling in classrooms.

IMPLICATIONS FOR REHABILITATION

• Few studies have addressed how video-modelling as an assistive technology is being adopted in the classroom.

• The findings revealed that video-modelling was underutilized in the classrooms for students with ASD, indicating the need to investigate causes contributing to this lack of adoption and to increase video-modelling use.

• Perceived relative advantage, complexity, trialability, and observability predicted educators’ current video-modelling use.

• Perceived relative advantage and trialability predicted educators’ future video-modelling use.

• Support should be done via collaboration among special educators and other professionals (e.g., assistive technology specialists, occupational and physical therapists) to help in development of and use video-modelling more extensively.

Keywords:

• Assistive technology
• technology integration
• disability
• innovation theory

Acknowledgements

The authors extend their appreciation to the Deanship of Scientific Research at King Saud University for funding this work.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The funding associated with the work featured in this article from the Deanship of Scientific Research at King Saud University through Research Group No (RG-1440-005).