Video-based instruction for individuals with learning disabilities: a systematic review and meta-analysis

English (OpenAlex)

This study aimed to assess the effectiveness of video-based instruction in teaching skills to individuals with learning disabilities. After the studies were evaluated within the defined criteria, 18 single-subject research studies were included, and a descriptive analysis of these studies was conducted. Then, these 18 studies were evaluated with Qualitative Indicators of Single-Subject Research. As a result of this evaluation, it was found that a total of nine studies met the acceptability criteria. The studies that met the acceptability criteria were included in the meta-analysis process. The percentage of nonoverlapping data and the percentage of data that exceeded the median were used to calculate the effect sizes of the nine studies. The percentage of data that exceeded the median calculations showed that all the studies were highly effective, while the percentage of nonoverlapping data calculations showed that eight studies were highly effective and one study was moderately effective. Effect size calculations show that video-based instruction is highly effective for children with learning disabilities. The findings indicate that the number of studies on video-based instruction in teaching skills to individuals with learning disabilities is limited. Future research can be conducted to support individuals with learning disabilities in the areas they need.