The effectiveness of perspective video modelling training on one‐stage word problem‐solving skills in children with autism spectrum disorder

Abstract Single‐subject research can provide adequate justification when developing successful evidence‐based educational practices for children with autism spectrum disorder (ASD), which can help such students thrive academically. This research investigates whether point‐of‐view video modelling effectively improved the word problem‐solving addition performances of primary‐school‐aged students with ASD. The effectiveness of the intervention on each participant's ability to solve single‐digit addition by a single digit, effectively view the video on a tablet and generalise a learned skill was investigated by utilising a design that included several participant baselines. All participants saw an improvement in their ability to solve simple addition problems due to using point‐of‐view video modelling. Between the baseline and intervention phases, each participant's rate of digits correctly entered per minute and total number of steps completed significantly increased. A generalisation phase was performed at home. After receiving the intervention, people with ASD could independently complete word problems involving addition with a single digit. The findings suggest that this technology could practically support the education of the growing number of children and young people with ASD by mollifying the particular learning obstacles their impairment brings.