Author

Shengtian Wu

Advisor

Gadke, Daniel L.

Committee Member

McCleon, Tawny E.

Committee Member

Stratton-Gadke, Kasee K.

Committee Member

Justice, Cheryl A.

Date of Degree

8-1-2019

Original embargo terms

Visible MSU Only 1 Year||8/15/2020

Document Type

Dissertation - Open Access

Degree Name

Doctor of Philosophy

Abstract

The purpose of the study was to examine the efficacy of video self-modeling as a reading fluency intervention for elementary school students. The participants were 10-year-old male students, and they were enrolled in 4th or 5th grade. All of the participants carry disabilities, including Autism Spectrum Disorder or Attention Deficit/Hyperactivity Disorder. 2 participants participated in the study in a clinic setting, and one participant participated in the study in a school setting. Before attending the intervention sessions, the participants attended pre-participation assessment sessions to evaluate if their current reading skills and behavioral repertoire met the purposes of the current study. Following the screening procedures, the participants participated in the baseline measurements, video developments, alternating treatments phase, confirmatory phase, and follow-up phase. The results indicated the stand-alone Video Self-Modeling was efficacious for 2 out of 3 participants, and the Video Self-Modeling as a supplemental intervention component showed its efficacy for 1 participant. The findings showed various practical implications. Limitations and future studies are also discussed.

URI

https://hdl.handle.net/11668/14512

Share

COinS