This study evaluated the relative effectiveness of two types of video models for teaching four elementary-aged students with autism to put away groceries. The types of video differed in their perspective: first-person versus third-person perspective. The goal of the study was to identify which type of video model led to faster acquisition and better generalization with the fewest errors. The results do not clearly indicate superiority of one type of video model over another. The outcome is discussed in terms of how teachers and practitioners may adopt video as a supplement to their other classroom instruction and, more importantly, how researchers might progress with comparative evaluations using single-subject research designs.
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