Video Modeling-Based Learning for Children with Autism Spectrum Disorder (Case Study at SKH Elmyra Shanum, Serang City, Banten)

This study explores ASD (Autism Spectrum Disorder) students’ early algebraic thinking abilities by comparing them to their non-ASD peers. The first aim was to examine whether possible significant differences between ASD and non-ASD students in arithmetic also extend to early algebra. The second aim focused further on early algebraic thinking, examining whether ASD students differ from their non-ASD peers in the modes of representation they use (concrete, figural, arithmetical, and symbolic) and the levels of generalization they achieve (factual, contextual, and symbolic) when engaging with early algebra tasks. Using a mixed-methods approach, we analyzed data from 26 ASD and 26 non-ASD students aged from 6 to 12 years old. Statistical analyses revealed that while ASD students’ performance in the arithmetic test was lower than non-ASD students, their performance on the early algebra test was comparable. For ASD students, the figural mode of representation was a significant predictor of their total score in the early algebra test. For non-ASD students, no specific mode of representation significantly predicted their total score in the early algebra test. At the same time, factual generalizations were a significant predictor of ASD students’ total scores in the early algebra test, whereas contextual and symbolic generalizations were significant predictors for non-ASD students. These findings suggest that while ASD and non-ASD students achieve similar total scores on the early algebra test, they differ in their use of specific modes of representation and the level of generalization they attain. ASD students seem to benefit from creating figural representations and tend to achieve more basic levels of generalization, compared to their non-ASD peers, who demonstrate greater flexibility in using various modes of representation and reach more advanced levels of generalization.

Effectively serving students with autism spectrum disorders (ASDs) requires professionals to possess specialized knowledge, skills, and understanding. When students with ASDs are from culturally or linguistically diverse (CLD) families, the professionals assessing and providing services to the students need the additional dimension of how cultural and linguistic differences may affect identification, assessment, and treatment strategies.

Background Currently, students with autism spectrum disorder (ASD) commonly suffer from social communication barriers and delayed language development. They face significant difficulties in learning English as a second language, including short vocabulary retention time, difficulty in understanding syntactic structures, and loss of pragmatic abilities. Traditional English teaching methods mainly rely on repetitive memory and mechanical exercises, which are difficult to meet the special cognitive and perceptual needs of ASD students. At present, there is a lack of systematic research on the English learning characteristics of ASD students in China, and evidence-based language intervention programs are not yet perfect. Therefore, this study analyzes the primary barriers to English learning among students with ASD and develops individualized intervention programs integrating multimodal input and social reinforcement strategies, thereby providing practical evidence for English teaching reform in special education. Methods The study enrolled 72 students aged 8–15 with autism spectrum disorder from a special education school. Participants were randomly assigned to either an experimental group (n = 36) or a control group (n = 36). The control group received conventional English instruction supplemented by routine extracurricular activities, while the experimental group underwent an 18-week personalized multimodal language intervention. This intervention comprised visual schedules, social story instruction, digital gamified learning, and musical rhythm training. Assessments were conducted at three stages: pre-intervention, post-intervention, and a 2-month follow-up post-intervention. The Clinical Evaluation of Language Fundamentals—Preschool (CELF-P) and the Social Responsiveness Scale (SRS) were used for evaluation. Additionally, in-depth interviews were conducted with 12 teachers from the experimental group. Quantitative data were analyzed using mixed-effects model analysis of variance with SPSS 26.0, while qualitative data underwent thematic analysis with Nvivo 12.0. Results There was no significant difference (p>.05) in CELF-P scores and SRS scores between the two groups before intervention. After intervention, the total score of CELF-P in the experimental group was significantly higher than that in the control group (p< .01), especially in the dimensions of vocabulary comprehension and simple dialogue, which showed the most significant improvement; The social motivation dimension in SRS scores also showed significant improvement (p<.05). After 2 months of intervention, the language ability score of the experimental group remained superior, and the intervention effectiveness rate reached 75.0%, significantly higher than the control group's 30.6% (p<.001). Interview data indicates that structured teaching can reduce learning anxiety, enhance comprehension of multimodal input, and boost motivation for communication in social contexts. Among them, 83.3% of teachers observed a significant increase in students' classroom participation, 77.8% reported that students began to actively use English expression in daily situations, and 72.2% believed that intervention courses effectively reduced students' avoidance behavior. Discussion Multimodal English intervention for students with autism spectrum disorder can significantly improve their English language ability and social communication willingness, and the intervention effect has good sustainability. This intervention program has the characteristics of high individualization and strong teaching inclusiveness, and can serve as an effective supplement to special education English teaching. Subsequent research will further explore the optimal intervention strategies for ASD students with different cognitive levels, and establish a home-school collaborative support model.

Children with Autism Spectrum Disorder (ASD) often experience significant challenges in developing social skills, which can impact their ability to engage with peers and function in various social contexts. This study explores the development of social skills among children with Autism Spectrum Disorder (ASD) through video modeling intervention. Two ASD students, aged 5-10 years, were selected using purposive sampling from a local therapy center. The aim was to assess whether video modeling could improve their social behaviors, such as greetings, sharing, and peer interactions. Prior to the intervention, a pre-assessment was conducted, where teachers identified challenges in teaching social skills to the children. A 40-50 second video, demonstrating appropriate social behaviors, was developed and presented to the children in a controlled environment. The children watched the video multiple times over several sessions, with opportunities to practice the learned behaviors. Data was collected through a behavioral monitoring sheet, where teachers tracked whether the children successfully imitated the modeled behaviors after each session. Follow-up sessions ensured retention of skills by encouraging real-world practice. Post-assessment was carried out to compare teachers' perceptions of the children's progress in social skills before and after the intervention. The findings suggest that video modeling is effectively enhancing social skills in children with ASD, particularly in greeting peers, sharing, and engaging in simple conversations. The results highlight the potential of video modeling as an effective tool for teaching social skills to children with ASD.

his study aimed to investigate the implementation of Differentiated Instructions (DI) for Autism Spectrum Disorder (ASD) students in an EFL class and investigate the teachers’ views on the use of DI in an EFL class. This study employed a qualitative method and used an observation and interview checklist as the research instruments. Conducted in a private inclusive elementary school in Yogyakarta, Indonesia, this study involved three classes, i.e., grade 2, grade 3, and grade 6, and two English teachers who have experience teaching ASD students in an inclusive classroom setting. The observation and interview showed that DI was implemented in two ways, i.e., the English teachers designed different assessments for ASD students, and 2) the English teachers provided extra assistance for ASD students. The findings indicated that DI helped ASD students accomplish all in-class English assignments, and it helped ASD students follow the language of instructions in the English class. At the end of the article, implications and contributions for both in- and pre-service English teachers who teach ASD students in an inclusive class are offered.

The use of information and communication technology (ICT) advancements to meet the needs and capacities of students with autism spectrum disorders (ASD) requires additional preparation on the side of the instructor. The London School Beyond Academy (LSBA), a vocational school in Jakarta serving adolescents with autism, exploited ICT advancements during the Covid-19 outbreak. Government mandates that compel educational institutions to convert to online learning systems necessitate technical innovation, particularly from educators given the communication disorder that ASD students experience. Based on this, the goal of this study was to learn more about how the LSBA used new information and communication technology during the Covid-19 pandemic. The conceptual framework of was used to perform the research. The conceptual framework of "School Improvement" by Miles and Huberman (1984) was used to perform the research. The study's findings indicated that in order to adjust to the usage of ICT by taking into account each ASD student's ability, LSBA management, practical educators, and academics employ technical advancements. Psychologists and educators had trouble making online observations while evaluating new students. Due to this condition, the learning method has to be modified in order to take into account the talents of each ASD student.

This study investigated the effects of an inclusive physical activity (IPA) program on the motor and social skills and attitudes of students with and without autism spectrum disorder (ASD). The study sample consisted of 45 ASD and typical development (TD) students aged between 6 and 11years. The students were randomly divided into two groups: a training group consisting of 27 students (n = 13 with ASD and n = 14 with TD) and a control group consisting of 18 students (n = 9 with ASD and n = 9 with TD). In conclusion, the IPA program increased the motor and social skills of the ASD students and improved the motor skills of the TD students and positively affected their attitudes towards the ASD students.

The aim of the study is to explore the perceptions and challenges encountered by teachers in implementing digital learning for ASD students within inclusive classroom settings. The research niche emphasises how crucial it is to take into account the viewpoint of teachers in order to implement digital learning for ASD students in inclusive classroom environments. The research addresses gaps in understanding teachers' perspectives and challenges in using digital learning for ASD students in inclusive classrooms and to provide insights into teacher needs and solutions for digital learning in ASD-inclusive settings. Therefore, this qualitative study was conducted by interviewing 12 teachers (N=12) from schools in Kuala Lumpur, Malaysia. The results show that digital learning could help teachers in the teaching and learning process of ASD students in the inclusive classroom. The findings emphasise that teachers view the use of digital tools in inclusive classrooms as facilitating their preparation and lesson planning for ASD students. They also consider digital technology as providing personalised instructions to ASD students and enabling data tracking and progress monitoring. Furthermore, teachers believe that digital tools can help engage ASD students in lessons. However, teachers stated challenges that related to attention difficulties and technological issues. Teachers also faced challenges in transitioning between activities or devices for ASD students and the issue regarding sensory sensitivities, which hinders the learning process. As a conclusion, teachers have provided positive perceptions towards the use of digital learning for ASD students in inclusive classrooms, yet still face some challenges that definitely have solutions.

The current study aimed to determine the level of functional performance of students with autism spectrum disorder (ASD) and its relationship to gender (male-female) and the severity of the disorder in special education centers in Amman. To achieve this, the study followed the descriptive survey approach through designing a special questionnaire to collect data, covering the following dimensions (social skills, motor skills, autonomy and daily life skills, communication skills, and language and receptive skills). The questionnaire was distributed to a sample of eighty-five students with ASD enrolled in special education centers in the Amman governorate. The results indicated the average level of functioning of ASD students. They further reported that functioning in the motor skills dimension was high, while their level of functioning in other skills (social skills, motor skills, autonomy and daily life skills, communication skills, and language and receptive skills) was low. The results, moreover, showed that there were no statistically significant differences in the level of functional performance among ASD students according to the gender variable, while there were statistical differences in the degree of functional performance according to the variable of the severity of the disorder, in favor of mild ASD students. The study recommended conducting further studies and preparing accurate measurement tools to determine the level of functional performance of people with ASD, addressing other variables and factors such as age, double disability, and so forth, which contribute to the development of appropriate treatment programs and interventions in light of these variables.

Study level/applicability The case focuses on Thivra Info Solutions Pvt Ltd, an entrepreneurial organization incubated by Prasannan (she/her) in 2017. The organization started with a mission to provide technology-based learning solutions for children diagnosed with autism spectrum disorder (ASD). Thivra Info Solutions Pvt Ltd had developed multiple offerings, including gamified learning, targeted to ASD and general ed-tech users. The firm also launched “Dwani,” the communicative-based learning app for ASD children. The initial feedback by users, parents and teachers had been encouraging. Prasannan was exploring avenues to scale the business when the Covid-19 pandemic affected all the operations.The case presents the multiple dilemmas entrepreneurial firms face in managing resources, finances, growth and product and customer focus. Students are encouraged to debate the organization strategy, product and consumer target segments and solutions to scale the business while managing frugal resources. Subject area This case study can be used in entrepreneurship, leadership, crisis management, business development, organizational behavior and technology. Case overview The case study describes the navigation of Thivra from a Generic Gamified App to its niche of catering for ASD students. The case presents the challenges presented to leadership to manage the crisis and try to grow their entrepreneurial venture. This case has been designed for use in business-to-consumer marketing or entrepreneurship, gender entrepreneurship, ed-tech-based startups, in MBA, executive MBA or executive education programs in the field. The case is suitable for those doing business in Asia, for post-graduate and under-graduate students studying business innovation, entrepreneurship, strategy and marketing. It is also appropriate for courses on gender entrepreneurship; women and crisis management; and product management. The case aims at facilitating classroom discussion on the extension of Indian-based ed-tech startups to ASD children. Expected learning outcomes Students will also be able to explore the following issues: to study the role played by a business model that withstands the competition over a long period and adopting sustainability; to describe the concept and implications of paradoxical leadership, thereby drawing its impact on business decisions; to analyze how a leader acts in terms of crisis from a startup point of view; to draw the phases and constraints of the enterprise development and compare and contrast it based on gender; to demonstrate the value to different constituents (ASD students, parents, teachers and ASD counselors) by understanding their differentiated needs and developing powerful value propositions for each. Articulating and demonstrating this value is key to gaining the buy-in of the various decision-making units; to understand how, having gained traction in one market segment (in this case, tractions with parents of ASD children), a company can develop new market segments; to study the issues and problems faced by startups in developing economies, especially the tech-based ones; and to understand the application of gamification on education and communication for ASD children. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship

The teacher-student relationship (TSR) is an important factor for promoting academic success. Even though students with autism spectrum disorder (ASD) experience more educational difficulties, the TSR in ASD students has been understudied, and there is a significant empirical gap in the perception that ASD adolescent students themselves have of their relationships with their teachers. The present study followed a non-experimental, correlational, cross-sectional and comparative design to analyze the TSR in ASD adolescents in comparison to the TSR of their typically developing (TD) peers. Sixty-four students (33 females, 31 males) who were in their first year of secondary school ( participated in the study. 32 of them had ASD and 32 had TD. The TSR subscale of the SEI was applied (Appleton et al., 2006). The results show significant interaction effects between student condition and gender, where female ASD students reported a worse relationship than their male ASD peers. These findings differ from existing research indicating that ASD students experience worse TSR and that female students experience better relationships than male students. The important role of the existing school integration program in Chilean schools, and guidelines for future research to explain the gender differences found in this study are discussed.

Introduction Autism spectrum disorder (ASD) impacts a variety of occupations (Hong et al., 2016). Occupational therapy (OT) intervention is essential for promoting occupational engagement for individuals with ASD. One way in which occupational therapists can promote engagement is through assistive technology (AT). Video modeling (VM) is an evidence-based practice (EBP) for individuals with ASD that falls under the umbrella of AT (Franzone & Collet-Klingenberg, 2008). VM capitalizes on the visual learning strengths of individuals with ASD and minimizes the use of auditory processing, which is an area of relative weakness (Campbell et al., 2015). Motor planning tends to be an area of relative deficit for individuals with ASD that can also be minimized with the use of VM. VM supports occupational engagement, yet, it is under-utilized due to insufficient awareness and time required to design customized VM (Franzone & Collet-Klingenberg, 2008; Hong et al., 2016). Commercially available videos are not customized to the learning needs of individuals with ASD, nor are they an adequate substitute for teaching motor planning and increasing occupational performance for many activities. Therefore, the purpose of our community development project was to create a customized VM library for our community partner informed by the Occupational Therapy Practice Framework: Domain and Process, 3rd edition (OTPF-3; American Occupational Therapy Association [AOTA], 2014) and the community partner’s needs (Autistry Studios, www.autistrystudios.com). Methods The Needs Assessment Survey based on the OTPF-3 (2014) and initial interviews with Autistry Studios had a response rate of 67%. We designed a Post-VM Feedback Survey also based on OTPF-3 (2014) and current ASD literature to gather information regarding the effectiveness of the customized VM in specific areas: clarity of instructions, pace of instruction, effectiveness of additional visuals (e.g. text, arrows, circles, directional words, and intentionally chosen descriptions of the motor teaching), teaching of complex motor planning skills, and overall implementation with clients who have ASD. Results Post-VM Feedback Survey results indicated overall VM effectiveness of 4.06 on a scale from 1 (least effective) to 5 (most effective) across the aforementioned areas. The overall scores of our completed VM for the prioritized occupations of shoe-tying and tooth-brushing scored an average of 4.42 out of 5. Conclusion Video modeling can support engagement in daily occupations for individuals living with ASD. Visual supports paired with simple language and slow pace are essential to VM design for ASD. Contrary to findings from the literature, VM is cost-effective after the

Artificial intelligence in education (AIED) applications have emerged as a promising solution to address the unique educational challenges faced by students with autism spectrum disorder (ASD). However, there is a lack of comprehensive meta-analyses examining the effectiveness of AIED applications on ASD students’ academic achievement and the factors that moderate its efficacy. This study bridges the existing research gap through a comprehensive meta-analytic methodology to quantitatively synthesize 45 experimental and quasi-experimental studies, systematically examining both the overall impact of AIED applications on ASD students’ academic achievement and the moderating factors affecting this relationship. The meta-analytic results demonstrated a moderately small overall effect size (ES = 0.48), with significant heterogeneity observed across different academic domains and AIED application modalities. Moderator analysis further revealed four significant predictors of intervention efficacy: (a) greater impact on ASD students over 18 years old; (b) stronger effects when interventions were implemented directly with ASD students; (c) increased efficacy in procedural and factual task types compared to conceptual or metacognitive tasks; and (d) more substantial gains in experimental durations shorter than three months. The study concludes by discussing the implications of these findings and suggesting practical directions for future research to further develop AIED applications for ASD learners.

The literature review focused on the inclusion of children with Autism Spectrum Disorder (ASD) in educational contexts, particularly within English language instruction. The analysis revealed that international studies highlighted both the barriers and the opportunities linked to inclusive practices. Evidence from Iran demonstrated that structural and cultural limitations often prevented children with ASD from participating in mainstream schools, confining them to specialized institutions. However, parents and headteachers expressed openness to inclusive approaches when adequate teacher training and resources were available. Other investigations emphasized the challenges of second language acquisition among children with ASD. These studies showed that, despite difficulties in communication, organization, and social interaction, ASD learners were capable of acquiring vocabulary and grammar when instruction was systematic, structured, and adapted to their strengths. Research also noted that bilingualism could enhance cognitive and linguistic abilities, placing ASD students at an advantage under appropriate pedagogical strategies.Theoretical contributions from Asperger’s early work, diagnostic frameworks such as DSM-IV and DSM-5, and Gardner’s theory of Multiple Intelligences provided conceptual tools to understand the heterogeneity of learners. These perspectives reinforced the idea that ASD students could benefit from flexible methodologies that respected their unique learning profiles. In conclusion, the review demonstrated that inclusive education for ASD children was feasible and beneficial when grounded in frameworks like Universal Design for Learning (UDL). Successful implementation depended on teacher preparation, curricular adaptation, and broader social commitment, turning inclusion into both an educational necessity and a collective responsibility.

Individuals with Autism Spectrum Disorders (ASD) and intellectual disability (ID) exhibit impairments in social functioning (American Psychiatric Association (APA), 2013). Social skills impairments of students with ASD and students with ID should be addressed by teachers using evidence-based strategies (Individuals with Disabilities Education Act, 2004; National Research Council, 2001). While several evidence-based strategies that address social skills have been identified in research (e.g. Reichow & Volkmar, 2010; Wong et al., 2014), little is known if teachers use these strategies with students with ASD and students with ID. The present study used a researcher-designed questionnaire to examine teachers' reported knowledge, use, and attitudes towards evidence-based social skills strategies. This study used word-of-mouth sampling, and was based on teacher reports. Eight research questions were examined in this study. The first two research questions examined if teachers taught students with ASD and students with ID social skills, and if teacher characteristics were associated with whether or not they had taught social skills. The next research questions examined teachers' use of certain social skills strategies, the location, time, and frequency of use of the strategies, and the effectiveness of the strategies. The next research question addressed barriers or reasons that teachers do not use specific social skills strategies, as well as the barriers or difficulties teachers experience with teaching social skills to students with disabilities. Research question five examined the resources and supports teachers identify as needed for teaching social skills. Research questions six and seven examined social skills characteristics of students with ASD and students with ID, and if the characteristics of these students were related to whether or not they had received social skills instruction. Finally, research question eight examined student and teacher factors that are predictive of the students' social skills. This study found that the majority of teachers reported that they taught social skills, and special education teachers seemed to be more likely to teach social skills than general education teachers. The most popular social skills strategies were prompting, reinforcement, and modeling, which were also ranked as the most effective strategies by teachers. The least frequently used strategies were Pivotal Response Training and video modeling. Teachers used social skills strategies most frequently in the special education classroom and during class instruction time. The most frequently identified barrier to the implementation of social skill strategies was limited time to design social skills interventions. This related to the most frequently identified resource needed, which was the need for more planning time. Teachers also identified the lack of social skills curricula as a barrier and a needed resource. Students with ASD and students with ID had social skills scores in the at risk range on the Social Emotional Assets and Resiliencies Scale (SEARS, Merrell, 2011), with the only difference between the two groups on the empathy scale. Two factors were found to predict students SEARS scores, which were having friends and more than 20 functional words.