A review of video modeling to teach STEM to students with autism and intellectual disability

Abstract

BackgroundNot only is video modeling an evidence-based practice to teach social/communication, functional, and daily living skills to students with autism spectrum disorder, but use of video models are beneficial due to reusable and portable technology. The efficacy of video modeling for teaching science, technology, engineering, and math skills (STEM) for this population, however, has not yet been evaluated. MethodIn this systematic literature review, we examined the use of video modeling to teach STEM skills to students with autism and intellectual disability. Ten studies met inclusion criteria. ResultsAlthough we found insufficient evidence for using video modeling to teach science, technology, and engineering skills; video modeling was effective for teaching mathematics to individuals with autism and intellectual disability. ConclusionAdditional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability.