Effects of Video Self-Modeling on the Letter-Naming Skills of Preschool Children with Developmental Delays

This multiple-baseline, single subject study examined the impact of a Video Self-Modeling (VSM) intervention on the letter-naming knowledge of four preschool students identified as developmentally delayed (DD). This study adds to the literature by investigating the effectiveness of efficient school-based interventions for improving the pre-reading skills of preschool students with DD. The following research questions were identified for the study: 1. Does Video Self-Modeling improve the letter-naming knowledge of pre-kindergarten children with developmental delays? 2. What is the level of teacher satisfaction of VSM use in a pre-kindergarten classroom? Study participants were preschool students previously identified as having a developmental delay. Following baseline, participants observed a video of themselves correctly identifying letters of the alphabet. The DIBELS Letter-Naming Fluency (LNF) probe was utilized to assess progress throughout the intervention phase. Percentage of Non-Overlapping Data (PND) indicated that the VSM intervention was effective for three of four participants. Teacher satisfaction was high across three of four areas assessed. A discussion of the findings, limitations, and implications of the study for future research and practice are presented.