Validation of video modelling module to improve self-help skills of children with Autism Spectrum Disorder (ASD)

Children with Autism Spectrum Disorder (ASD) face difficulty taking care of themselves, especially in self-help skills. Video modelling (VM) was found to be a successful intervention for teaching a wide range of target abilities, and the children with ASD were able to generalise and preserve the skills they had learned. A VM module on self-help skills was developed in the local context by Che Daud and the team in the year 2021. However, this module was not validated by the content experts and parents of children with ASD. Therefore, this study aims to examine content and face validity for a module of video modelling to improve self-help skills among children with ASD in range ages of four to twelve years old. This study was divided into two phases. The first phase was the Focus Group Discussion (FGD) and content validation of the initial VM module. Based on the findings from the first phase, the initial VM module was refined and improved. After that, the content and face validity of the modified VM module were examined in phase two. The expert group consisted of eight professionals from occupational therapists and special education teachers, while the face validation sample included eight parents of children with ASD. The survey used FGD, I-CVI, and I-FVI to validate the VM module and improve self-help skills among children with ASD. FGD session discussed the initial VM module's content, layout, and design. Results showed the module was successful, with minor enhancements needed for validation. The modified VM module version, based on expert panel opinions during FGD, has been developed as an improvement. A panel of experts evaluated the content validation of a VM module, finding that the initial version had the lowest expert agreement score of eight out of nine. However, the modified version showed high universal agreement, with an I-CVI value of 1.0 and a score of nine out of nine in the "objectives" category. The modified VM module also achieved a higher S-CVI/UA score, indicating a higher level of agreement among experts. The initial VM module's presentation had the lowest expert agreement score of eight out of nine, with an SCVI/UA value of 0.90. Experts recommended an informal presentation to maintain user attention. The modified module received only one criticism for lacking interactive elements and not promoting user engagement. However, the S-CVI/UA value of 0.90 unanimously agreed with the improvement of presentation in the modified VM module. The initial VM module received an eight out of nine scores in the Relevance category. Experts suggest shorter instructions with clear captions, and it was rated 0.30 on the SCVI/UA scale, indicating the need for adjustments. Meanwhile, the modified version achieved unanimous agreement among experts in the relevance category. The modified module uses simple vocabulary, graphics, and examples for better comprehension and application. The modified content could be incorporated into special education school guidelines for more effective self-help interventions for children with ASD. This study may provide better knowledge and understanding of video modelling modules to improve the self-help skills of children with ASD. Future studies should evaluate the effectiveness of the module in improving the self-help skills of children with ASD.