Document Type

Article

Publication Date

2017

Originally Published In

Australian Journal of Learning Difficulties

Volume Number

22

Issue Number

2

Page Numbers

153-170

Abstract

Writing is essential to human interaction. When handwriting is illegible, communication may be negatively impacted. A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design methodology with three 7-8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants’ legibility data showed a large effect sizes and high PNDs from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. In addition, the social validity of the VSM treatment was established by the therapist and participants. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD.

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