A Comparison of Peer Video Modeling and Self Video Modeling to Teach Textual Responses in Children with Autism (original) (raw)
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International Journal of Early Childhood Special Education, 2020
Many studies have been focused on video modeling and prompting as effective evidence-based practices to teach conversational skills to students with autism spectrum disorder (ASD). However, few studies have focused on teachers who implement video modeling and prompting in their classrooms. This article aims to describe the experiences and perceptions of four special education teachers who have used video modeling and prompting with four autistic students for a semester in their classrooms. The participants were asked questions related to three main areas: effectiveness, practicality, and acceptability. Most of the teachers did not regard this intervention as an effective and acceptable way to teach conversational skills to students with ASD. Training and support was requested by all teachers to enhance the practicality of this intervention. Other important implications for researchers and teachers were identified.
Reviewing Instructional Studies Conducted Using Video Modeling to Children with Autism
This study explored 31 instructional research articles written using video modeling to children with autism and published in peer-reviewed journals. The studies in this research have been reached by searching EBSCO, Academic Search Complete, ERIC and other Anadolu University online search engines and using keywords such as “autism, video modeling, autism spectrum disorders with video modeling and video modeling interventions”. It is observed that most of studies have been carried out with children with autism aged between 3 and 11. The studies have been categorized based on their scopes: studies conducted using only video modeling, video modeling studies in which subjects of studies are models, studies in which video modeling and additional practices are used together and studies in which video modeling is compared with other practices. It is observed also that results of studies have indicated that video modeling is effective on teaching social skills, play skills, language and communication skills, functional skills, self-care skills, and daily life skills to children with autism.
USING VIDEO MODELING TO INCREASE SOCIAL INTERACTION IN CHILDREN WITH AUTISM
Abstrak: Video modeling is a well-validated intervention documented in the behavioral sciences. It has been used to target a variety of behaviors across many areas of functioning including language, social behavior, play, academics and adaptive skills. It is also a behavioural intervention in which an observer views a short video engaged in adaptive behaviour. The aim of the intervention is for the participant to learn the adaptive behaviour. The methodology appears particularly efficacious for children with Autism. Due to language deficits and impaired social functioning, individuals with autism can demonstrate inappropriate behavior during social interactions (Ozonoff, Rogers, & Hendren, 2003). Therefore, teachers need to implement specific techniques, such as video modeling, to address this behavior (LeBlanc et al., 2003). Video modeling uses visual cues, an effective strategy for instructing students with Autism, who are often visual learners. In this review of research applications of video modeling, we discuss 1) the specific characteristics of Autism that may provide a rationale for using video modeling 2) the unique aspects of video modeling are presented within a social learning context (Bandura, 1977,1986), 3) the effectiveness of video modeling intervention in promoting social interaction among Autism's students. Recommendations for future research are discussed.
2014
The purpose of this study was to examine the effectiveness of an iPad-based video modeling plus video prompting package to teach conversational skills to students with autism. A single subject multiple baseline across four children with autism design was used. Two typically developing children were involved to fulfill the video modeling and video prompting roles. Videos were created of peer models answering questions and responding to comments in complete sentences. On the videos, the questions and comments were asked by actual teachers and the peer models answered and provided comments in complete sentences in order for the target children to observe and imitate. Data was collected during teacher led discussion in a variety of experimental phases (baseline, video modeling, video modeling plus video prompting 1, video modeling plus video prompting 2, video modeling plus video prompting 3). Results suggest that a video modeling plus video prompting package was partially effective to ...
Behavior Modification, 2001
The present study was designed to compare the efficacy of "self " versus "other" video-modeling interventions. Five children with autism ranging in age from 4 to 11 were taught to answer a series of conversation questions in both self and other video-modeled conditions. Results were evaluated using a combination of a multiple baseline and alternating treatments design. Three out of the five participants performed at levels of 100% accuracy at posttreatment. Results indicated no overall difference in rate of task acquisition between the two conditions, implying that children who were successful at learning from video in general, learned equally as well via both treatment approaches. Anecdotal evidence suggested that participants who were successful with video treatment had higher visual learning skills than children who were unsuccessful with this approach. Results are discussed in terms of a visual learning model for children with autism.
Teaching Social Skills to Children with Autism using Point-of-View Video Modeling
Education and Treatment of Children, 2010
Video-modeling (VM) is a widely used instructional technique that has been applied to the education of children with developmental disabilities. One form of VM that lacks in-depth analysis is point-of-view video modeling (POVM). The current study investigated the use of POVM to teach three children diagnosed with autism to initiate and maintain a conversation with a conversant. Using a multiple baseline across scripts design, the participants were taught to engage in both eye contact and vocal behavior without the presentation of a vocal discriminative stimulus from the conversant. The treatment package included both the presentation of the target video and reinforcement of target behavior. Although this combination proved successful for increasing the social behavior of two participants, prompts were necessary to achieve acquisition for a third. These data suggest that while POVM may be a successful technique for teaching some social skills, limitations exist that should be further investigated.
Teaching autistic children conversational speech using video modeling
Journal of Applied Behavior Analysis, 1989
We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15-month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speech.
Assistive Technology, 2013
Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.