Abstract
The purpose of this study was to explore the effects of video modeling on Test of Gross Motor Development-3 (TGMD-3) performance among children with autism spectrum disorder (ASD). Thirteen participants with ASD were assessed under two separate TGMD-3 protocol conditions—traditional and video modeling. Raters were blind to the protocol condition they were observing in order to prevent bias towards one condition. Total gross motor scores were analyzed using a one-way repeated-measures ANOVA. While improvements in overall gross motor scores with the video modeling condition were observed among children with ASD, differences were not statistically significant. Additionally, the video modeling condition took significantly longer time to complete than the traditional approach. The results do not provide support for the use of video modeling to improve TGMD-3 motor performance scores. Future research is necessary considering the promotion and use of video modeling is increasing.
Highlights
Research claims that children with autism spectrum disorder (ASD) demonstrate motor skill deficits and delays (Lloyd, MacDonald, & Lord, 2011; Pan, Tsai, & Chu, 2009; Provost, Lopez, & Heimerl, 2007), with some studies suggesting these delays still exist after additional guidance or hand-over-hand manipulation (Berkeley, Zittel, Pitney, & Nichols, 2001; Staples & Reid, 2010)
Breslin and Rudisill (2011) found that incorporating picture task cards into the administration of the Test of Gross Motor Development-2 (TGMD-2) elicited significantly higher motor skill performance scores compared to the traditional method, which relied on verbal descriptions and physical demonstrations of the skills
Results of the repeated-measures ANOVA revealed significant differences, F(1, 12) = 15.87, p < .01, η2 = .57. These findings suggest that it takes significantly longer time to complete the video modeling condition of the Test of Gross Motor Development-3 (TGMD-3) than the traditional protocol for children with ASD
Summary
Research claims that children with autism spectrum disorder (ASD) demonstrate motor skill deficits and delays (Lloyd, MacDonald, & Lord, 2011; Pan, Tsai, & Chu, 2009; Provost, Lopez, & Heimerl, 2007), with some studies suggesting these delays still exist after additional guidance or hand-over-hand manipulation (Berkeley, Zittel, Pitney, & Nichols, 2001; Staples & Reid, 2010). Breslin and Rudisill (2011) found that incorporating picture task cards into the administration of the Test of Gross Motor Development-2 (TGMD-2) elicited significantly higher motor skill performance scores compared to the traditional method, which relied on verbal descriptions and physical demonstrations of the skills. A recent study demonstrated that a visual support protocol, in which picture cards are used in addition to the traditional administration of the TGMD-3, can significantly improve gross motor scores and is a valid and reliable method of measuring motor performance of children with ASD (Allen et al, 2017). Video modeling is the video representation, as opposed to live demonstration, of a target skill or behavior modeled by another individual or one’s self (Bellini & Akullian, 2007)
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