Download or read book Evaluating the Effects of Camera Perspective in Video Modeling for Children with Autism written by Courtney Cotter and published by . This book was released on 2010 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling has been used effectively to teach a variety of skills to children with autism. This body of literature is characterized by a variety of procedural variations including the characteristics of the video model (e.g., self vs. other, adult vs. peer). Traditionaly, most video models have been filmed using third person perspective (i.e., scene models), where the viewer is watching the actor perform in a scene. Recently, studies have successfully incorporated the use of first person perspective into video models (i.e., point of view models), where the view is directly from the actor's point of view. Currently, no studies have directly compared the effects of camera angle on learning when video models are used as teaching tools. Six boys with autism ages 4-8 years learned yoked pairs of tasks, with one task assigned to each type of modeling condition. The effects were evaluated using an adapted alternating treatments design that allowed for a direct comparison between conditions with task difficulty held constant. Few differences in rate of acquisition and attention to the model were observed. Video modeling was not always successful as a teaching tool for targeted tasks. Supplemental teaching strategies (e.g., in vivo modeling with error correction) were employed when video modeling was ineffective for one or both tasks. This study provides evidence that camera angle does not generally have an effect on video modeling effectiveness. It also provides furhter evidence that video modeling may not always be an effective teaching tool for all children with autism.

Download or read book The Effects of Camera Perspective for Teaching Thematic Play Skills to Young Children with Autism written by David E. Pfanenstiel and published by . This book was released on 2003 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Play and Social Skills for Children with Autism Spectrum Disorder written by Marjorie H. Charlop and published by Springer. This book was released on 2018-03-06 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses the deficits in the development and presentation of play behavior and social skills that are considered central characteristics of autism spectrum disorder (ASD). The book explains why play provides an important context for social interactions and how its absence can further exacerbate social deficits over time. It highlights the critical roles of social skills in development, and the social, cognitive, communication, and motor components of play. Chapters offer conceptually and empirically sound play and social skills interventions for children with ASD. Play activities using diverse materials and including interactions with peers and parents are designed to promote positive, effective social behaviors and encourage continued development. The book provides unique strategies that can be tailored to fit individual children’s strengths and deficits. Topics featured in this book include: Naturalistic Teaching Strategies (NaTS) for developing play and social skills. Teaching play and social skills with video modeling. Peer-mediated intervention (PMI) strategies that promote positive social interactions between children with ASD and their peers. Visual Activity Schedules and Scripts. Parent-implemented play and social skills intervention. Play and Social Skills for Children with Autism Spectrum Disorder is a must-have resource for researchers, clinicians, and graduate students in clinical child and school psychology, behavioral therapy/rehabilitation, social work, public health, and related psychology, education, and behavioral health fields.

Download or read book The TEACCH Approach to Autism Spectrum Disorders written by Gary B. Mesibov and published by Springer Science & Business Media. This book was released on 2010-02-23 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: - Professionals can be trained in the program and its methods - Translates scientific knowledge so that practitioners and parents can easily understand the current state of knowledge - Offers strategies that can be tailored to an individual's unique developmental and functional level - Advises parents on how to become involved in all phases of intervention as collaborators, co-therapists, and advocates. - Details how the program can be introduced and adapted for individuals of all ages, from preschooler to adult

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 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 Evaluation of Maintenance Effects of Video Modeling with Siblings of Children with Autism written by Elizabeth Ann Henry and published by . This book was released on 2015 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study extended the research on the use of video modeling with typically developing children. Participants included three sibling dyads, each consisting of a typically developing child (target child) and a child with a diagnosis of ASD (sibling). The target child watched video clips which demonstrated prompting and reinforcement strategies. The results indicated that video modeling was not sufficient to teach the target child these strategies. Supplemental teaching was required for each dyad.

Download or read book The Effects of Video Modeling on Test of Gross Motor Development 3 Performance Among Children with Autism Spectrum Disorder written by Layne Katherine Case and published by . This book was released on 2015 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with autism spectrum disorder (ASD) have been reported to have motor skill delays and deficits. However, there have been challenges to these findings on whether these deficits are due to lack of movement skills or inaccurate assessment methods. Due to relative strengths in processing visual stimuli as opposed to verbal stimuli within this population, instructional and assessment strategies that incorporate visual presentations are recommended. One visual support approach that has found to be successful among children with ASD is video modeling. Video modeling has been shown in the research to improve and maintain behaviors such as social and communicative skills, play skills, and self-help skills, but use is limited in physical activity and motor assessment settings. It is hypothesized that video modeling strategies may also improve motor performance by enhancing accuracy of motor skill assessments. Therefore, the purpose of this study was to examine the effects of video modeling on the assessment of motor skills among children with ASD. The Test of Gross Motor Development-3 (TGMD-3) was administered to measure motor skills of children in this study. Thirteen children with ASD (ages 11-16) and fifteen children without ASD (ages 3-11) participated in this study. Participants performed the TGMD-3 under two separate protocols (traditional condition and video modeling condition) in a counterbalanced order. The video modeling condition involved video demonstrations of the selected TGMD-3 skills made by the primary investigator and shown on an Apple iPad Air. The two testing conditions were completed on two distinct days within approximately 7 days of each other. Two repeated-measures one-way ANOVAs were used to examine the differences in gross motor scores between the testing conditions. Although gross motor scores of the video modeling condition among children with ASD increased by approximately 2 points, differences were not found to be statistically significant. Scores of children without ASD decreased by approximately 2 points following the video modeling condition, though differences were also not statistically significant. Two separate one-way repeated measures ANOVAs investigating the effectiveness of video modeling on total assessment duration revealed significant increases in assessment time using the video modeling condition, suggesting that the video modeling condition takes longer than the traditional condition. Lastly, two 2x3 (condition by preference) repeated measures ANOVAs revealed that both children with and without ASD perform better using the preferred condition (traditional versus video modeling) of the TGMD-3 though these differences were not significant. Future research is needed in order to further explore the effectiveness of video modeling strategies among children with ASD. Additionally, it is recommended that effective video modeling designs and procedures within motor assessment environments are provided in the literature.

Download or read book Effects of First and Third person Point of View on the Acquisition of Behaviors Using Video Modeling written by and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling is an evidence-based practice for teaching behaviors and chains of behaviors to children with Autism Spectrum Disorder (ASD). The purpose of this study was to determine whether the viewing perspective of these models played a role in influencing a learner's acquisition of the target behavior or behaviors. An adapted alternating treatments design was used to examine the effects of these different perspectives affected the learning of two similar behavioral chains in a learner with ASD. Video models from both viewing perspectives were provided to the learner with no additional prompting other than brief verbal acknowledgement of a step's completion.

Download or read book Evaluating the Effectiveness of Commercially Made Video Models for Individuals with Autism Spectrum Disorder written by Emily Byers and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with autism spectrum disorder (ASD) often require direct teaching to learn social and communication skills. Research supports video modeling as an effective intervention to teach various skills to individuals with ASD. Recently, commercially made video models have become available to teachers and caregivers as a subscription service, although research supporting their effectiveness is sparse. The current study examined the effectiveness of commercially made video models with three individuals with ASD at an Early Intensive Behavior Intervention center. The dependent measure of this study was the percentage of social skills each participant independently imitated from a video model. A multiple-probe-across-participants design was used. Of the three participants, only one demonstrated accurate imitation of the social skill modeled. The other two participants never engaged in the skill.

Download or read book Personnel Preparation written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2008-05-19 with total page 343 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.

Download or read book An Assessment of Video Modeling Procedures for Teaching Autistic Children Self help Skills written by Janice P. Milstein and published by . This book was released on 1995 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Video Modeling for Children and Adolescents with Autism written by Amany Abdullah S. Alkhwaiter and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comic Strip Conversations written by Carol Gray and published by Future Horizons. This book was released on 1994 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Carol Gray combines stick-figures with "conversation symbols" to illustrate what people say and think during conversations. Showing what people are thinking reinforces that others have independent thoughts--a concept that spectrum children don't intuitively understand. Children can also recognize that, although people say one thing, they may think something quite different--another concept foreign to "concrete-thinking" children. Children can draw their own "comic strips" to show what they are thinking and feeling about events or people. Different colors can represent different states of mind. These deceptively simple comic strips can reveal as well as convey quite a lot of substantive information. The author delves into topics such as: What is a Comic Strip Conversation? The Comic Strip Symbols Dictionary Drawing "small talk" Drawing about a given situation Drawing about an upcoming situation Feelings and COLOR

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 Effects of Video Modeling on Skill Acquisition in Children with Autism Spectrum Disorder written by Christine L. Kaffer and published by . This book was released on 2010 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined the effectiveness of a video modeling procedure on a basicmath skill acquisition in students with Autism Spectrum Disorder (ASD) using a multipleprobe across students design. Participants were four kindergarten/first grade students in aself-contained classroom in an urban public school. All met the criteria for ASD prior tobeginning the study. The independent variable included a video model teaching a basicmath skill. The dependent variable was correct student response. Results indicated thatone of the four students responded to the intervention immediately and these skillsmaintained over time. However, the other three students did not respond to videomodeling instruction. Conclusions regarding the effectiveness of the video modelingprocedure for teaching math skills were inconclusive. Implications for further researchare addressed.

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.