October 2024, Volume 27, Issue 4

Special Issue on "Educational design research for human beings learning access – Centering accessibility, equity, and inclusion

Guest Editor(s):  Xun Ge, Juhong Christie Liu and Zhe Li

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Full Length Articles

Students’ understanding of collaborative discourse in a computer-supported knowledge building environment

Yuyao Tong

Qualitatively analyzing the influence of context on international English teachers’ TPACK in reflective writing assignments from a global online course

Mark Winston Visonà and Şebnem Kurt

Research and application of Digital Concept Mapping in education: A systematic review from 2012 to 2022

Ziqian Liu and Zhuo Wang

Modeling temporal self-regulatory processes in STEM learning of engineering design

Juan Zheng, Zilong Pan, Shan Li and Charles Xie

Young children’s conceptions of robot programming learning: A draw-a-picture and epistemic network analysis

Yuchen Chen, Yun-Fang Tu, Xinli Zhang and Gwo-Jen Hwang

Systematic review of empirical research on technology-enhanced distance laboratory education after the COVID-19 pandemic

Gyeong-Geon Lee and Wonhyeong Jang

The effects of teachers' professional development in computational thinking: Teachers' self-efficacy and preschool children's computational thinking

Ju-Yeon Park, Haesung Im and Sung-Ae Kim

Special Issue Articles

Guest Editorial: Educational design research for human beings learning access – Centering accessibility, equity, and inclusion

Xun Ge, Juhong Christie Liu and Zhe Li

Jia-Yin Wang

Electrical Engineering Department, Chung Yuan Christian University, Taiwan // jyw@cycu.edu.tw

Hui-Ting Wang

Department of Special Education, National Taiwan Normal University, Taiwan // tinaw@ntnu.edu.tw

Fang Yu Lin

Department of Special Education, National Taiwan Normal University, Taiwan // fylin@ntnu.edu.tw

Wen-Wen Chen

Department of Special Education, National Taiwan Normal University, Taiwan // wwchen@ntnu.edu.tw


ABSTRACT: 

Developing adaptive skills poses a significant challenge for children with autism spectrum disorder (ASD). Personal hygiene, including hand-washing, was particularly important during the Covid-19 pandemic. Video self-modeling (VSM) is an effective strategy for teaching adaptive skills due to its inherent individualization nature. However, the production and implementation of VSM face certain barriers. To address this issue, the present study employed an innovative approach termed iVSM, which utilizes the head-swapping technique to generate self-modeling videos. To evaluate the efficacy of iVSM in teaching hand-washing skills, a single-subject multiple probe design was employed across three preschool children with ASD. The findings indicated that all participants successfully acquired the targeted skill, with two of them achieving mastery following a single intervention session. The implications of these findings underscore the potential of this novel approach to strike a balance between individualization and feasibility, thereby enhancing the broader implementation of VSM within the context of inclusive education. Furthermore, future studies can focus on the comparative research and explore more applications.  


Keywords: 

Adaptive skills, Autism spectrum disorder, Head-swapping technique, Preschool children, Video self-modeling


Cite as:Wang. J.-Y., Wang, H.-T., Lin, F. Y., & Chen, W.-W. (2024). Enhancing video self-modeling by head-swapping technique to teach hand-washing to young children with autism in inclusive classrooms. Educational Technology & Society, 27(4). https://doi.org/10.30191/ETS.202410_27(4).SP02
Published September 27, 2023

Evaluating the implementation of the C-Pen on the reading level, comprehension, and oral reading fluency of students with learning disabilities

Kawanna McKenzie and Ismahan Arslan-Ari

Starting from Volume 17 Issue 4, all published articles of the journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license.