Browsing by Subject "Video modeling"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Addressing social communication in autism spectrum disorder : a guide to video modeling for speech-language pathologists(2013-05) Hall, Genevieve Marie; Davis, Barbara L. (Barbara Lockett)Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings.Item Effectiveness of using video modeling for teaching safety skills for children with autism and other developmental disabilities(2011-05) Sokolosky, Stephanie A.; Banda, Devender R.; Lechtenberger, DeAnn; Carter, Stacy L.Children with disabilities including autism spectrum disorders and other developmental disabilities often need training in safety-related areas. Literature indicates that video modeling has been effective in teaching play activities, as well as social and communication skills. In addition, there are few studies where young children with developmental disabilities, including autism, have been taught safety skills. Video modeling has been shown to be effective in teaching safety skills, however to date it has not been used in teaching these skills to young children with developmental disabilities. The purpose of this study was to evaluate the effectiveness of using video modeling to train young children with autism spectrum disorders or developmental disabilities to walk around a 3-dimensional yellow safety marker used in many public locations. The marker indicated a wet area below the marker. Five students, between ages 5 and 6 years, watched a 2-minute video of an adult demonstrating the proper procedure for safely walking around the safety marker. After watching the video the student was prompted to walk down the hall, then reinforced for completing the task using a simple social reinforcement. An A-B design across subjects, with a generalization phase, was used to evaluate the effectiveness of the intervention. The results indicated that the use of video modeling was effective in training young children with developmental disabilities and autism spectrum disorders to learn this safety skill. In addition, the five participants successfully generalized the new safety skill to a novel setting. Results are discussed and implications for research and practice are provided.Item Joint attention initiations in children with autism : using a video modeling intervention to teach showing(2013-12) White, Pamela Jean; O'Reilly, Mark F.Children with autism exhibit deficits in joint attention initiations, which are crucial to development of language and social skills (Bakeman & Adamson, 1984; Rollins, Wambacq, Mathews, & Reese, 1998; Whalen, Schreibman, & Ingersoll, 2006). Showing an object to a communication partner is an example of a joint attention initiation. A systematic synthesis of interventions targeting joint attention initiations was conducted to guide the development of an intervention for teaching showing behavior. In this study, a video modeling intervention was implemented with four young children with autism. Sessions were conducted during play sessions with the researcher in each participant’s typical therapy context. Following a prescribed baseline, the video modeling intervention was implemented. The video provided a model of an individual showing a toy to a communication partner with narration explaining the four components of the showing behavior: gaining the partner’s attention, making eye contact, extending the toy toward the partner, and commenting on the toy. Following the first four intervention sessions, verbal feedback and practice was added with the video model. The effects of this intervention on accuracy (percentage of components completed) and frequency of showing behavior and generalization to a small group setting with peers were evaluated using a multiple baseline across design across participants. Results indicate that accuracy and frequency of showing behavior increased when the video modeling intervention was implemented. The acquisition, performance, and generalization of showing behavior in relation to the video modeling intervention are discussed. Implications for teaching joint attention initiations and directions for future research are presented.