Browsing by Subject "Video self-modeling"
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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 The impact of video self-modeling on culturally and linguistically diverse secondary students with an emotional disturbance(2010-12) Baker, Sonia Denise; Sorrells, Audrey McCray; O'Reilly, Mark F.; Schaller, James; Reith, Herbert; Cokley, KevinStudents with ED often exhibit disruptive behavior in the classroom that adversely affects the learning environment (Cook, Gresham, Kern, Barreras, Thornton, & Crews, 2008). Culturally and linguistically diverse (CLD) students tend to be over-represented in this category of disability. Despite the fact that the majority of students identified with ED are male, females do represent 23.6% of this population (U.S. Department of Education, 1998; Yell, Meadows, Drasgow, & Shriner, 2009). Additionally, a large number of individuals with ED are high school age (Wagner, Friend, Bursuck, Kutash, Duchnowski, Sumi, & Epstein, 2006). Interventions used with this population have often been punitive in nature, designed to control behavior rather than to help an individual improve (Newcomer, 2003). Efforts of the No Child Left Behind (NCLB) Act of 2001 and the Individual with Disabilities Act (IDEA) require the use of scientifically-based practices when addressing academic and behavioral goals. A variety of interventions for students with ED have been investigated. While many of these interventions produce degrees of positive change, they often demand a great deal of time and effort from the teacher (Wagner et al., 2006). Video self-modeling (VSM) is an intervention involving an individual watching him/herself on video demonstrating desired and appropriate behavior. It has been proven successful with other challenging populations (e.g., individuals with autism) (Buggey, 2005). Few studies of VSM have been conducted with secondary students with ED. The present study was designed to analyze the effects that VSM had on four secondary CLD students with ED across a variety of behaviors, including laughing obnoxiously out loud, using profanity, and requesting help. Multiple baseline designs across students were used to evaluate performance. The results indicated all four participants exhibited immediate and significant gains upon implementation of the VSM intervention, and that those gains were maintained after cessation of intervention. The findings suggest that VSM may represent a positive behavior change intervention worthy of consideration for CLD secondary students with ED.Item A video self-modeling intervention for postsecondary students with autism spectrum disorders(2013-05) Pierce, Nigel Paree; Falcomata, Terry S.Colleges and universities are experiencing increased enrollment of students diagnosed with autism spectrum disorder (ASD). These students often demonstrate difficulties in social situations, such as interacting with peers or understanding social cues. As a result, students diagnosed with ASD can seem socially awkward and engage in inappropriate behaviors in social contexts. Currently, there are few studies that examine social skills interventions for college students diagnosed with ASD. A well-established intervention for addressing social skill development is video-self modeling (VSM). Until now, VSM research has focused on primary and secondary students, without investigating this intervention's effects on the social skills of individuals in the postsecondary setting. The purpose of this study was to evaluate the efficacy of VSM on social skills for individuals diagnosed with ASD in postsecondary settings. In this study, we examined the effects of VSM on social skills (i.e., social initiations, eye contact, and pausing) using a multiple baseline design across therapists and a multiple baseline design across participants with generalization probes. Results demonstrated high levels of response to VSM for three participants compared to baseline conditions, and moderate response for the fourth participant.