Download or read book Comparison of Two Video Prompting Interventions to Teach Daily Living Skills to Adolescents with Autism written by Jennifer Wertalik and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study used an adapted alternating treatments design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building (VP + FB) to teach daily living skills to three adolescents with autism spectrum disorder. Results demonstrated all three students made substantial improvements over their baseline performance using VP and VP + FB. Furthermore, a strong intervention effect emerged for VP and VP + FB conditions when compared to the control task. However, in terms of one intervention proving superior to the other (e.g., VP to VP + FB), the data offer a mixed interpretation with VP + FB affecting change better for two of the three students. The frequency building component in the VP + FB had strong, consistent gains for all students in terms of retention.

Download or read book A Comparison of Individualized and Non specific Video prompts in Teaching Daily Living Skills to Students with Autism Spectrum Disorders written by Sarah Domire and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Three elementary students with autism spectrum disorders (ASD) participated in this study, which examined generalization effects of video self-prompting to teach daily living skills. Video self-prompting involves students controlling video-prompts, which show shortened video clips of someone performing steps of a target skill. The student then performs individual steps of the skill before proceeding to the next video clip. An adapted alternating treatments design was used to compare individualized and non-specific video-prompts in teaching six daily living skills. The individualized video-prompts were tailored to each student in terms of the model used, materials, and setting, while the non-specific set of video-prompts used an unknown adult as the model, different materials, and a novel setting. The video-prompts and daily living skills were counterbalanced within and across participants. Improvements were noted for both the individualized and the non-specific video-prompts for all three students and all six skills. All three students required a slightly higher number of sessions to meet 100% correct using the non-specific video-prompts than the individualized video-prompts. One student was able to maintain the target skills two and four weeks post-intervention without the use of video-prompts. Limitations of the study, suggestions for future research, and implications for educators are discussed.

Download or read book Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorders Via Parent Delivery of Video Prompting on the IPad written by Elisa M. Cruz-Torres and published by . This book was released on 2015 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence. A variety of technological devices have proven to be effective and efficient tools for the delivery of videos aimed at promoting independence among individuals with ASD while reducing the need for external prompts provided by others. As technology advances, devices have become more portable and, ultimately, affordable. Parents and caregivers have not only obtained these advanced technological devices, but actively seek to become more competent in using them to assist their children with ASD in a variety of ways. While there is ample research to support the use of portable devices to promote daily living skills for individuals with autism and other developmental disabilities, relatively few studies have examined whether parents can be trained to effectively deliver video prompting interventions through the use of mainstream devices. The current study sought to evaluate parent fidelity of implementing video prompting procedures using an iPad tablet as taught during a behavior skills training. Procedural fidelity was assessed utilizing a multiple baseline across participants' design to determine if their children with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their implementation of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy while also self-fading the viewing of video prompts. Implications for parent training and future research are discussed.

Download or read book Effective Teaching written by Mark Wolery and published by Pearson. This book was released on 1988 with total page 566 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Video Modeling written by John A. Hinrichs and published by . This book was released on 2011 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book How to Use Video Modeling and Video Prompting written by Jeff Sigafoos and published by Pro-Ed. This book was released on 2007 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Use of Video Prompting on the Acquisition Maintenance and Generalization of a Line Dance by Adolescents with Autism Spectrum Disorders written by Maria Louise Gies and published by . This book was released on 2012 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video demonstration of a targeted behavior and subsequently performing what was viewed. A variation of video modeling is video prompting in which the learner views a video demonstration that is a single task analysis step or chunk of a targeted behavior followed by practice of that step/chunk. Video prompting has successfully been used to teach a number of behaviors to individuals with developmental disabilities including self-help skills (Norman, Collins, & Schuster, 2001), daily living skills (Cannella-Malone et al., 2006), and cooking related tasks (Graves, Collins, Schuster, & Kleinert, 2005; Sigafoos et al., 2005). When selecting appropriate gross motor activities to teach individuals with ASD, physical educators must consider their developmental delays and deficits in movement behaviors (Pan, Tsai, & Chu, 2009). Dance is a common activity offered in physical education programs (NASPE, 2005). By performing appropriate dances, individuals with ASD may be able to benefit both physically (e.g., enhanced coordination and balance) and socially (e.g., enhanced inclusive recreation and leisure activities). Dance has positively impacted children and adolescents with disabilities as evidenced by increased participation and cooperation (Crain, Eisenhart, & McLaughlin, 1984). However, additional research is needed to investigate instructional dance interventions for children and adolescents with ASD. The current study employed a multiple probe across participants design to evaluate the effects of video prompting as an intervention for dance instruction. Seven participants with high-functioning ASD participated in the study. Six males (ages 12 to 16) and one female (age 15) received Cupid Shuffle dance training in a one-on-one instructional format. The researcher showed one video vignette (clip) at a time on a MacBook Pro® laptop computer. After viewing a vignette, participants were given the opportunity to reproduce the modeled steps. The researcher provided positive reinforcement, such as praise and/or a high-five for correctly performed steps. To correct errors, a 4-level least-to-most prompting system was implemented. Maintenance, generalization, and social validity were assessed. Results showed that six participants acquired the Cupid Shuffle from the video prompting intervention. Moreover, three participants demonstrated 100% maintenance and one participant demonstrated 99.1% maintenance at 1-week post-intervention. One participant demonstrated 100% maintenance at 8-days post-intervention. Participants achieved overall generalization probes percentages of 44-68%. In terms of generalizing the newly learned dance to a new situation by dancing alongside the trainer to music, four participants achieved overall generalization percentages of 89-100%. When generalizing the newly learned dance to the new situation of dancing alongside peers to music, three participants achieved overall generalization percentages of 97-100%. Furthermore, parents and participants who completed social validity questions reported that the goals, procedures, and outcomes were acceptable and important.

Download or read book A Comparison of Two Types of Video Modeling to Teach Adaptive Skills to Children with Autism written by Anna Lee Burns and published by . This book was released on 2012 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study compared learners' point of view video modeling to whole person video modeling to teach table setting and pouring to children with autism. Twenty-six males between the ages of 4-16 participated in the study. Results of an analysis of covariance, Pearson's r correlations and independent sample t-tests indicated that there were no statistically significant differences between the two types of video modeling on either the percentage correct on the last trial or on the number of trials required to achieve mastery. However, a moderate to large effect size was found for the learners' point of view condition, suggesting future research may be warranted. The results of the analysis of covariance also indicated that imitation ability prior to the intervention had a statistically significant relationship with the outcome variables. This finding suggests that children with autism may benefit from being taught to imitate prior to exposure to video modeling interventions.

Download or read book Video Modeling for Young Children with Autism Spectrum Disorders written by Brenna Noland and published by Jessica Kingsley Publishers. This book was released on 2012-09-15 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling takes visual learning to the next level by using new technologies to create an effective teaching tool. This book explains how professionals and parents can use innovative video modeling techniques to support the development of young children with autism spectrum disorders in school, home or community settings. Offering practical step-by-step guidance, the book shows how to film and edit personalized videos that highlight the exact skill that is being taught. Whether the focus is increasing attention, peer interaction, getting dressed or creative play, these videos are easy to incorporate into daily routines. They allow the child to learn new skills quickly and with less hands-on adult support leading to greater independence. Three video modeling strategies are presented – Basic Video Modeling, Video Self-Modeling and Point-of-view Video Modeling – along with all the information needed for readers to start using the techniques for themselves. The research behind the approach is also discussed and each chapter includes detailed case studies that demonstrate the techniques in action.

Download or read book Using Self directed Video Prompting to Teach Daily Living Skills to Individuals with Severe Autism written by Ashley L. Cary and published by . This book was released on 2018 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with severe autism spectrum disorder and intellectual disability face poor outcomes in the area of self-determination and independence due to deficits in the areas of daily living skills. Utilizing video prompting is a way of teaching daily living skills and providing independence, and teaching students to self-direct their video prompts is a way to reduce instruction provided by a teacher or job coach. Three participants with severe autism and intellectual disability were taught three daily living skills using self-directed video prompting on an iPod Touch. Students were taught to load a dishwasher with instructor-delivered video prompts. After reaching mastery, they were taught using modeling followed by decreasing prompts to use the iPod Touch to watch prompts to Swiffer mop the kitchen floor. When they were at mastery on the second phase, they were allowed to self-direct their own video prompts to teach themselves to wipe the bathroom mirror. Results of the study demonstrate that all four students acquired the skills using video prompting. All three participants became more independent using the iPod Touch by the third phase, but weren’t completely independent self-directing their video prompts.

Download or read book The Use of Video Prompting to Teach Functional Routines to Increase Independence for Students with Autism Spectrum Disorder written by Margaux Rachel Haley and published by . This book was released on 2019 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous research has shown video instruction to be an effective intervention for improving academic, daily living, and social skills. This study evaluated the effectiveness of using video prompting via an iPad to teach Kindergarten students with ASD functional routines. A multiple probe across participants design was used to evaluate the effects of video prompting using highly preferred technology to learn to pack up a bookbag. The data indicate that one participant acquired the skill and maintained it over time in the absence of the intervention. The other participant did not master all of the steps of the task analysis. These data suggest while video prompting may be an effective intervention for some students, other variables may influence the effectiveness of video prompting. Limitations of the study and directions for future research are discussed.

Download or read book The Use of Self prompted Video Modeling on Teaching Daily Living Skills in Adolescents with Autism Spectrum Disorder written by Mun Yan Adeline Yeong and published by . This book was released on 2017 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comparing the Efficacy of Video Modeling to in Vivo Modeling for Teaching Vocational Skills to Adolescents Diagnosed with Autism Spectrum Disorder written by Amanda L. Day and published by . This book was released on 2015 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the effects of video modeling to the effects of in vivo modeling for teaching new vocational skills to teenagers with Autism Spectrum Disorder (ASD). Error corrective procedures, a video clip presentation of the step correctly modeled or an in vivo model of the step, were used in each condition. Four teenagers diagnosed with Autism Spectrum Disorder were taught two types of vocational skills and within each skill were taught two variations of the skill, for a total of four different vocational tasks. Each participant learned one variation of a vocational skill through video modeling and the other variation through in vivo modeling. The study demonstrated that learning occurred in both conditions, video modeling and in vivo modeling, and both conditions resulted in mastery of all four skills for three out of four participants, and the mastery of three out of four skills for one participant.

Download or read book Autism Spectrum Disorders written by E. Amanda Boutot and published by Pearson. This book was released on 2016-02-18 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Autism Spectrum Disorders 2/e, provides teachers of students with Autism Spectrum Disorder (ASD) or other developmental disabilities with important background information, historical context, etiological underpinnings, and characteristics of ASD that may impact learning. Written in an easy-to-follow format, the book focuses on evidence-based practices and approaches that have empirical bases for use. The book identifies current trends in research and practice and includes special Research, Diversity, and Trends and Issues boxes to clarify the concepts. Each chapter begins with real life scenarios depicting key information and concepts found in that chapter and include key terms, chapter objectives, end-of-chapter questions, and web resources to enhance learning and expand beyond the text. Significant changes to this edition include a chapter focusing on play, a chapter on motor development, and a chapter on sexuality. Updates and changes to the functional academics, functional life skills, environmental supports, and transition chapters add currency and further clarification to those topics. Throughout, the book focuses on real world practice that promotes lifespan success.

Download or read book Teaching Play to Children with Autism written by Nicky Phillips and published by SAGE. This book was released on 2012-04-04 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Identiplay intervention helps children on the autistic spectrum, and those with specific communication disorders, learn to play. Through the use of play scripts the approach promotes the development of social skills, understanding, imagination and exploration. By learning these skills the young person can enjoy reciprocal play with an adult or peer. Supported by case studies the theory behind the approach is fully outlined and scripts are provided for instant use in a number of settings. The new edition of this popular book includes: - More on developing your own scripts - How to assess the child′s current play skills - The adult′s role in play - The use of visual/verbal support - New case studies - New scripts - Advice on taking learning outdoors - Links to resources and useful websites A supporting CD ROM contains video clips of the intervention in practice, printable scripts and a PowerPoint presentation to facilitate professional training making this a vital resource for anyone working with young children on the autistic spectrum or with communication difficulties.

Download or read book Handbook of Social Skills and Autism Spectrum Disorder written by Justin B. Leaf and published by Springer. This book was released on 2017-10-17 with total page 439 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook identifies the various social deficiencies widely associated with children and youth diagnosed with autism spectrum disorder (ASD). It discusses possible causes as well as the lifelong effects if these deficiencies are not addressed. The handbook presents current behavioral and curriculum-based methods for assessing social deficits. Chapters examine the various interventions that have been used to improve social skills and behavior, including video modeling, peer-mediated interventions, and script fading. Chapters also assess various interventions using empirically based procedures, evaluate the research of each of these procedures, provide guidelines for treatment planning, and offer clinical recommendations. The handbook concludes with future directions for the development of both social behavior and clinical social skills interventions. Topics featured in the Handbook include: Impairments in social behavior that may result in negative outcomes such as depression, loneliness, and suicide in individuals with ASD. Bullying among youth with ASD. Behavioral skills training to promote social behavior of individuals with ASD. The Early Start Denver Model approach to helping young children with ASD. The implementation of social skills groups for individuals diagnosed with ASD. The Handbook of Social Skills and Autism Spectrum Disorder is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, behavioral therapy, and social work, as well as such interrelated disciplines as child and adolescent psychiatry, rehabilitation medicine/therapy, pediatrics, and special education/educational psychology.

Download or read book Teaching Students with Moderate to Severe Disabilities written by Mark Wolery and published by Longman Publishing Group. This book was released on 1992 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: