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Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

  • A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
  • A brief comment about the significance or uniqueness of the work.
  • A clear description of the methods used to achieve the purpose or goals for the work.
  • A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

  • Jun Wang
  • Kim Instenes
  • John Kirk
  • Nora Nickels
  • Andrew Pustina
  • James Ripley

#23: The Impact of Video Modeling on the Academic Performance of Students with Disabilities: A Literature Review

Name: Wanying Liang
Major: Education & Music
Hometown: Guangzhou, China
Faculty Sponsor: Jun Wang
Other Sponsors:  
Type of research: Independent research

Abstract

The Impact of Video Modeling on the Academic Performance of Students with Disabilities: A Literature Review 

Video modeling (VM) has been used by many researchers to effectively teach students with autism an array of behaviors or skills such as social skills, play skills, language and communication skills, functional skills, self-care skills, and daily life skills (Cimen & Ibrahim, 2010). A growing body of literature has examined the benefits of VM on the mathematics performance of students with mathematics learning disabilities (Cihak & Bowlin, 2009; Hughes, 2019; Morris et a., 2021; Satsangi et al., 2018; Satsangi, Hammer, & Bouck, 2019; Satsangi, Hammer, & Hogan, 2019; Satsangi et al., 2021), the reading performance of students with learning disabilities (Hitchcock et al., 2004), reading disabilities (Ayala et al., 2013); and the writing performance of students with various disabilities (Miller, 2013). 

Therefore, the purpose of this systematic literature review is to synthesize the effectiveness of VM in various academic areas and identify ways to implement VM in the classrooms. Keywords including video modeling, students with disabilities, reading, language arts, mathematics, writing, science, social studies, history, and academic performance were used to search for eligible articles through the Academic Search Complete database. In addition to that, a reference search was also conducted. With a set of criteria, peer-reviewed articles were scanned either for inclusion or exclusion. As a result, thirteen articles were eligible for the review. Results indicate that VM can play a significant role in improving the academic performance of students with disabilities who struggle to comprehend complex mathematics concepts and reading tasks. Some researchers also combined VM with other effective instructional approaches such as explicit instruction, learning strategy use, etc. Implications for future research and practices will be discussed.

Poster file

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