Celebration of Scholars
#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 ReviewVideo 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.