Download or read book The Effects of Video Modeling on Sociodramatic Play Skills for Preschool Children with Autism written by Susan A. Scott and published by . This book was released on 2002 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Improving Pretend Play Skills of Children with Autism Using the Point of view Modeling and Multiple Video Exemplars written by Pawel Jarmakowicz and published by . This book was released on 2015 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling has been found to be effective in teaching play behavior to children diagnosed with autism. Recently, differences in the "point of view" shown in the video have been studied with this population. The purpose of the present study was to further investigate the effects of point-of-view video modeling in order to improve the pretend play skills of three boys aged 5-7 years diagnosed with autism. Additionally, multiple exemplars of the same play script were presented to increase novel responding during play. The combined design was based on multiple baseline design across participants with an alternating treatment to investigate the effects of video modeling intervention and multiple exemplars. Each child learned pretend play actions and verbalizations from two different play themes. One play theme had three similar scripts with minor variations that were presented in three separate videos. A second play theme had only one script which was presented in one video. Results were mixed. Point of view video modeling was effective in teaching two different sequences of pretend play actions and verbalizations for one child. It was only effective in teaching motor actions, but not verbal responses to the second child. Neither behavior improved for the third child. Presentation of minor variations in video exemplars did not result in increased levels of novel play. Implications for point-of-view video modeling and strategies to increase actions not modeled in the video on the play behavior of children with autism are discussed.
Download or read book Teaching Conversation to Children with Autism written by Lynn E. McClannahan and published by . This book was released on 2005 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scripting is a teaching method designed to help children and adults with autism spectrum disorders (ASDs), who are nonverbal or who are verbal but dont initiate conversation, to initiate conversation. The authors draw on years of experience using scripts in their own clinic, and include many case studies that show how scripts have worked. The book defines scripts as an audiotape or written word, phrase, or sentence that enables young people with autism to use speech to start and continue conversations. At first a child is taught to play the recording of a word for an adult, and then get a reaction from the adult. (e.g., if he plays the script juice, the adult will give him a sip of juice or if he plays the script ball, the adult will play ball with him). Later on, the child is taught to play the script and then say the word himself (and get the reward from the adult). As the child becomes better at talking, scripts are lengthened to become phrases --want juice or play ball --- and then sentences. And once the child can read, scripts are written instead of recorded. As the child masters sets of scripts, the adult begins to diminish (fade) the prompts. If the script was recorded, words are gradually deleted from the recording. (e.g., if the script started out saying, Where is mom? they will re-record it so it just says Where is and then Where ---? At this point, the child should fill in the blanks.
Download or read book Effects of Multiple and Single Exemplar Video Modeling on Scripted and Unscripted Play Actions written by Gagana Sanchula and published by . This book was released on 2020 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preschool aged children with autism spectrum disorder (ASD) have noticeable deficits in play skills that impede the development of gross and fine motor skills, language and communication skills, thinking and problem-solving skills, and social skills. This study aimed to teach three preschool-aged children with ASD to engage in solitary pretend play behaviors. An adapted alternating treatments design embedded in a multiple probe design across participants was used to evaluate the effects of multiple exemplar video modeling on scripted and unscripted play actions of children with ASD. In the current study, video modeling led to the acquisition of play skills for children with ASD. Additionally, the current study has the potential to extend existing video modeling research by incorporating multiple exemplar video models to demonstrate the emergence of unscripted play actions during pretend play in the natural environment.
Download or read book Pretend Play Language Assessment and Curriculum written by Melissa Schissler and published by . This book was released on 2017-05-20 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The PPLAC is designed as a criterion-referenced tool to assess play skills and language acquisition ofchildren ages 2-7 and provide a behaviorally-based curriculum to establish or expand a child's pretend playrepertoire. The PPLAC was developed from extensive review of the research on the developmental sequence ofplay, language acquisition and behavioral interventions. Additionally, data were collected and analyzed from researchconducted at ACI Learning Centers' on the developmental sequence of play and the implementation of the PPLACto formulate this assessment and curriculum tool.
Download or read book Video Modeling Video Feedback and Video Self modeling to Teach Communication and Play Skills to Preschool and Elementary Aged Children with Autism Spectrum Disorders written by and published by . This book was released on 2014 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Video modeling, video feedback, and video self-modeling are interventions developed to increase appropriate communication and play skills in children with autism spectrum disorder. In research completed between 1989 and 2013, children between the ages of 2 and 15 years old with autism spectrum disorder were participants in studies completed to study the effectiveness of these interventions. The majority of these studies concluded an increase in the target behavior or behaviors. A few studies reported inconclusive results due to modification made to the study or mixed results of effectiveness among the studies' participants. Limitations of these studies include small number of participants, use of prompts and reinforcement in some studies, age of participants and limited review of generalization of target skills. Suggestions for further studies include extensive research on generalization of target skills, larger groups of participants and study of older participants with autism spectrum disorder."--leaf 3.
Download or read book Video Modeling for Young Children with Autism Spectrum Disorders written by Sarah Murray and published by Jessica Kingsley Publishers. This book was released on 2012-09-01 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides step-by-step guidance for using innovative video modeling techniques to support the development of young children with autism spectrum disorders. It shows how to film personalized videos that highlight the exact skill that is being taught and how to incorporate these videos into the child's daily routine to encourage learning.
Download or read book The Effects of Video Modeling on the Acquisition of Play Skills in Students with Autism written by Cynthia Camparo and published by . This book was released on 2013 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Video Modeling Effects on Performance of Play Actions in Preschoolers with Autism written by Jeffrey Frank Hine and published by . This book was released on 2005 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Video Modeling and Social Consequences to Increase the Unscripted Play Behavior in Children with Autism written by Krisann Elizabeth Vistica and published by . This book was released on 2012 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling has been used to teach a variety of skills to children with autism including self-help, perspective taking, and play skills. Previous research suggests that video modeling is an effective tool to teach appropriate play and social skills to this population. The purpose of this study is to increase the unscripted or "spontaneous" play behavior and social interaction of children with autism. A multiple-probe across play-scripts design was used to examine the effects of a video modeling procedure. Participants viewed videos of two play scenarios and were then paired with a play partner to interact with. Results indicate that both children acquired the scripted behavior which increased interactions while their unscripted behavior significantly decreased. This suggests the videos may have suppressed the unscripted behavior of the boys. Implications for increasing unscripted and interactive play behavior are discussed as they relate to the social skill development in children with autism.
Download or read book Utilizing Video Modeling in an Educational Setting to Teach Play Skills to Young Children with Autism written by Genevive P. Macias and published by . This book was released on 2014 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: This project examines the factors involved in utilizing the evidence- based intervention practice of video modeling with young children with autism. To better understand the technique, a pilot implementation of video modeling was included in the process of completing the project. The challenge in video modeling is in understanding all of the steps and individualization needed to use it as an effective intervention. In this project there is an overview of various forms of video modeling, play skills to target in an educational setting, tools for creating videos and strategies for implementing the intervention in a school setting. During the pilot, I implemented video modeling with one of my students. As part of standard practice, rates of initiations of play for the pilot student were taken before, during and after the intervention. The student exhibited an increase of the target skill during and after the intervention. Video modeling for the pilot student appeared to support the learning of the target skill.
Download or read book Handbook of Early Childhood Special Education written by Brian Reichow and published by Springer. This book was released on 2016-06-21 with total page 589 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook discusses early childhood special education (ECSE), with particular focus on evidence-based practices. Coverage spans core intervention areas in ECSE, such as literacy, motor skills, and social development as well as diverse contexts for services, including speech-language pathology, physical therapy, and pediatrics. Contributors offer strategies for planning, implementing, modifying, and adapting interventions to help young learners extend their benefits into the higher grades. Concluding chapters emphasize the importance of research in driving evidence-based practices (EBP). Topics featured in the Handbook include: Family-centered practices in early childhood intervention. The application of Response to Intervention (RtI) in young children with identified disabilities. Motor skills acquisition for young children with disabilities. Implementing evidence-based practices in ECSE classrooms. · Cultural, ethnic, and linguistic implications for ECSE. The Handbook of Early Childhood Special Education is a must-have resource for researchers, professors, upper-level undergraduate and graduate students, clinicians, and practitioners across such disciplines as child and school psychology, early childhood education, clinical social work, speech and physical therapy, developmental psychology, behavior therapy, and public health.
Download or read book The Effects of Point of view Video Modeling on Symbolic Play Actions and Play associated Language Utterances in Preschoolers with Autism written by Lauren Kravetz Bonnet and published by . This book was released on 2012 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt: This single-subject research study was designed to examine the effects of point-of-view video modeling (POVM) on the symbolic play actions and play-associated language of four preschool students with autism. A multiple baseline design across participants was conducted in order to evaluate the effectiveness of using POVM as an intervention for students with autism. The participants were between the ages of 3 and 4 years old and enrolled in a special education preschool program in a public school district in a Mid-Atlantic state. Students were paired with typically developing preschool peers from general education classes at the same school as the participants with autism. Prior to the implementation of the video model, baseline data were collected from students during play with a randomly selected play partner participant and the same materials later shown in the video model. Regulated randomization procedures for multiple baseline design were used to randomize students to each tier of intervention and randomly assign the treatment starting point from a designated interval of acceptable start points. Dependent measures included (a) scripted symbolic play actions, (b) scripted play-associated language utterances, (c) spontaneous symbolic play actions, and (d) spontaneous play-associated language utterances. During intervention, the participants with autism were shown a video clip demonstrating symbolic play actions and play-associated language utterances from their perspective immediately prior to engaging in a 7-minute play session with a play partner participant. The variety of symbolic play actions and play-associated language utterances were recorded and measured during all phases. Additionally, partial interval recording was used to record frequency of inappropriate play behaviors. Maintenance data were collected after the immediate removal of the POVM and one week after the conclusion of the intervention phase. Generalization data were collected for a novel but similar play set to that in the video model. A checklist for procedural reliability was completed for 68% of sessions across all phases and participants and calculated to be 100%. Interobserver agreement was calculated for 31.58% of sessions across all phases and participants and was averaged at 90.81%. Social validity measures were collected from the teacher, instructional assistants, and therapists that work with each participant. Additionally, information about student perceptions was collected from each participant using a visual choice menu. A visual analysis was conducted for the data collected across the four dependent variables and one ancillary finding for each participant. The visual analysis involved interpretation of the level, trend, variability, overlap, immediacy, and consistency of data points. Percent of Non-overlapping Data (PND) and randomization tests were also used for analysis. Overall findings from the study indicate that (a) three out of four preschool participants with autism increased the variety of scripted symbolic play actions after watching the POVM, (b) three out of four preschool participants with autism increased the variety of spontaneous symbolic play actions after watching the POVM, (c) one out of four preschool participants with autism increased the variety of scripted playassociated language utterances, (d) two out of four preschool participants with autism increased the variety of spontaneous play-associated language utterances, and (e) three out of four preschool participants with autism decreased the frequency of inappropriate play behaviors. In reference to maintenance of behaviors, (a) all four participants maintained the variety of scripted symbolic play actions, (b) all four participants maintained the variety of spontaneous symbolic play actions, (c) one out of four participants maintained the variety of scripted play-associated language utterances, (d) two out of four participants maintained the variety of spontaneous play-associated language utterances, and (e) three out of four participants maintained a reduction in the frequency of inappropriate play behaviors. Regarding generalization of behaviors for the dependent variables, (a) two out of four of the participants demonstrated a variety of scripted symbolic play actions from the intervention play set when playing with another car-based play set, (b) all four participants demonstrated a variety of spontaneous symbolic play actions during generalization with a different car-based play set, (c) one out of four participants produced a variety of scripted play-associated language utterances from the intervention during play with a different car-based play set, (d) two out of four participants produced a variety of spontaneous play-associated language utterances when playing with the generalization play set, and (e) three out of four participants were able to maintain a reduced frequency of inappropriate play behaviors during generalization probes. The results of the regulated randomization test indicated a statistical difference between the students variety of scripted play actions (p = 0.0078) and frequency of inappropriate play behaviors (p = 0.0104). There was no statistical difference between the students' variety of spontaneous play actions (p = 0.2708), scripted language utterances (p = 0.7396), or spontaneous language utterances (p = 0.7031). Recommendations were discussed with respect to future research and practical uses of POVM to assist with teaching symbolic play actions, play-associated language utterances, and improving student behavior.
Download or read book The Effectiveness of Video Modeling to Teach Gross Motor Play Sequences to Children with Autism Spectrum Disorder written by Ariel Graham and published by . This book was released on 2019 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: The motor development of preschool-age children with autism spectrum disorder (ASD) has received increased interest among researchers, as evidence of gross motor deficits and atypical behavior for this group emerges (Lloyd, M., Macdonald, M., & Lord, C. (2011). There is extensive research demonstrating the benefits that video modeling provides for children with ASD. The present study examined the effectiveness of video modeling on the acquisition of chained gross motor play sequences for children diagnosed with ASD. Four children were taught to functionally engage with an obstacle course that involved a complex chained sequence of behaviors. Three out of four of the participants acquired the modeled behaviors. These results provide empirical evidence that support the effectiveness of using video modeling as an approach to teach gross motor play activities.
Download or read book The Use of Video Modeling to Teach Play Skills to Children with Autism written by Corley D. Magnusson and published by . This book was released on 2006 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Observational Play Skills to Children with Autism Via Video Modeling written by Courtney M. Wells and published by . This book was released on 2005 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
