Which technology would be most effective for teaching social conversation to middle school students with autism spectrum disorder (ASD)?

Video modeling is particularly effective for teaching social conversation to middle school students with autism spectrum disorder (ASD) due to its ability to visually demonstrate appropriate social interactions and conversation skills in a clear and relatable manner. This approach utilizes video recordings of individuals engaging in various social scenarios, allowing students to observe and learn from real-life examples of social communication.

The visual nature of video modeling caters to many students with ASD, who may find it easier to understand and emulate social cues, body language, and conversational techniques demonstrated in videos compared to abstract concepts presented in other formats. By watching peers or adults model appropriate conversation, students can gain insights into the dynamics of interactive communication, including turn-taking, eye contact, and responding to social cues.

Furthermore, video modeling can be personalized to reflect the specific social situations students will encounter, making it relevant and relatable. This tailored approach fosters engagement and retention of the skills being taught, while also allowing for repeated viewing, which can reinforce learning.

Other options, while potentially useful in different contexts, do not offer the same level of engagement and practical application for social conversation skills specifically. For example, picture-word matching programs are generally more suited for vocabulary acquisition rather than complex social interactions, while audio-recorded dialogues may lack the visual context crucial