autism, intellectual disabilities, video self-modeling, functional mathematics instruction, iPad


Research suggests that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disabilities. The current study used a multiple baseline design across participants to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between video self-modeling and performance on math skills for each participant, confirming previous studies indicating that VSM is an effective instructional tool for students with autism and intellectual disabilities. The current study extends prior research by teaching a mathematical skill to this population of students.

Original Publication Citation

Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67-77. doi:10.1177/1088357613478829

Document Type

Peer-Reviewed Article

Publication Date


Permanent URL


Focus on Autism and Other Developmental Disabilities




David O. McKay School of Education


Counseling Psychology and Special Education