ArticleJournal of autism and developmental disorders2026
Teaching Earthquake Safety Skills to Students With Autism Using Video Modeling.
Article in Journal of autism and developmental disorders, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThis study aimed to evaluate the effectiveness of video modeling in teaching essential earthquake safety skills to students diagnosed with autism spectrum disorder (ASD). The targeted skills were preparing an emergency kit before an earthquake, performing the drop, cover, and hold on procedure during an earthquake, and safely transitioning to an emergency assembly point after an earthquake.
methodsA multiple probe design across behaviors within a single-subject research framework was used. Two 16-year-old male students with ASD participated in the study. Video modeling was used to teach three earthquake safety skills representing the pre-earthquake, during-earthquake, and post-earthquake phases. Data were collected during baseline, daily-probe, full-probe, intervention, maintenance, and generalization sessions. Tau-U effect sizes were calculated to quantify intervention effects and adjust for baseline trends.
resultsVisual analysis indicated that video modeling was effective in promoting the acquisition of all targeted earthquake safety skills. Both participants showed rapid increases in correct responding following the introduction of the intervention. The acquired skills were maintained during maintenance sessions and generalized to a different school setting. Tau-U values indicated complete nonoverlap and statistically significant intervention effects for all target behaviors.
conclusionThe findings suggest that video modeling may be an effective instructional approach for teaching safety skills required before, during, and after an earthquake. The results highlight the potential of video modeling for enhancing disaster preparedness among students with ASD. Educators and practitioners may consider incorporating video modeling into safety instruction programs for students with ASD.
Indexed as
Identifiers
42622953What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.