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As a result, there is an urgent need to reconsider the effectiveness and consequences of using video modeling with autistic children in Saudi Arabia.
Autism is fairly regarded as the global disorder (Al-Salehi & Ghaziuddin, 2009; Al-Salehi, Al-Hifthy & Ghaziuddin, 2009). Unfortunately, little is known about its incidence and prevalence in the Middle Eastern countries, including Saudi Arabia. Given that most of the published information about autism and the teaching strategies for autistic children comes from the West, it is probable that this information may not be applicable in other countries. For example, 90% of autism cases in the industrialized world are believed to be caused by the genetic factors; whether genetic factors are responsible for autism in Saudi Arabia is yet to be discovered (Al-Salehi & Ghaziuddin, 2009). Nevertheless, some reports claim the estimated number of children with autism in Saudi Arabia to exceed 42,500 (Al-Salehi & Ghaziuddin, 2009). As a result, almost 43,000 of children in Saudi Arabia are currently in need for the development of effective teaching strategies, to help them learn the basic skills and to meet the predetermined learning and knowledge objectives.
The proposed research will seek to evaluate the effectiveness of video modeling in teaching autistic children in Saudi Arabia. The basic research question to answer is whether video modeling is a relevant approach to teaching children with autism in Saudi Arabia. The specific research questions to answer include:
That the current state of research provides a wealth of information about video modeling for teaching autistic children cannot be denied. How video modeling works in the learning environments with autistic children has long been the object of the peer scientific research. Rosenberg, Schwartz and Davis (2010) evaluated the effects of using a video modeling technique to teach three autistic preschoolers to wash their
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