Download or read book Teaching Generalized Attending to Name to Children with Autism Spectrum Disorder Using a Point of view Video Model written by Brittany Hunter and published by . This book was released on 2020 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social and communicative deficits are one of the hallmark traits of autism spectrum disorder (ASD). One of the deficits associated with ASD is attending to a social partner in response to name. Responding to name is important for safety and social reasons. Though responding to name is seen as incredibly important and is often one of the first skills targeted in a child's program, current strategies focus on teaching this response at an instructional table and do not promote generalization to a more natural environment. Video modeling has been demonstrated to be an efficient and least intrusive method of prompting for children with ASD because it limits the number of stimuli in the environment. Point-of-view video modeling further limits the number or stimuli and may prove to be effective in teaching the discrete skill of attending to an adult in response to name. A multiple probe design was utilized to determine the efficacy of using a point-of-view video modeling to teach three young children with ASD to respond to their name. Due to the COVID-19, the current study was terminated before the experiment could be completed. Of the collected data, there is some evidence to support the use of point-of-view video models as a method for teaching attending in response to name to children with ASD.

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 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 Teaching Observational Learning to Children with Autism written by Elizabeth M. Sansing and published by . This book was released on 2017 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Observational learning (OL) occurs when an individual contacts reinforcement as a direct result of discriminating the observed consequences of other individuals' responses. Individuals with autism spectrum disorder (ASD) may have deficits in observational learning and previous research has demonstrated that teaching a series of prerequisite skills (i.e., attending, imitation, delayed imitation, and consequence discrimination) can result in observational learning. We sequentially taught these prerequisite skills for three young children with ASD across three play-based tasks. We assessed the direct and indirect effects of training by assessing OL before and after instruction across tasks and task variations (for two participants) during both in-vivo and video-model probes using a concurrent multiple-probe design. All participants acquired the prerequisite skills and demonstrated observational learning during probes of directly-trained tasks. Generalization results varied across participants. Observational learning generalized to one untrained task for one participant. For the other two participants, observational learning generalized to variations of the trained tasks but not to untrained tasks. Generalization additionally occurred during the in-vivo probes for both participants for whom we assessed this response. Implications of these findings, as well as directions for future research, are discussed.

Download or read book Seeing is Believing written by Tom Buggey and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video self-modeling (VSM) is a proven and effective method for teaching new or more advanced skills and behaviors to people with autism. The technique uses homemade videos (created by parents, teachers, or therapists) to demonstrate a desired behavior. The key feature of any self-modeling video is that the person modeling the behavior in the video is the same person watching the video. VSM allows a person with autism to see himself performing the very skill he is trying to learn. This is accomplished through careful editing and manipulation of video footage, transforming it into a cohesive teaching tool. And the process is a lot easier than you may think! Seeing Is Believing begins with an overview of the research and science behind VSM and insights into why it is a particularly good teaching method for people with autism and other developmental disabilities. It then explains the process of making self-modeling videos from start to finish, including how to: choose the behavior/skill to teach conduct a task analysis select and use camcorders and video software storyboard video scenes plan and shoot footage transfer the video to a VCR, DVD, or computer edit and manipulate the footage keep track of and interpret data These videos can teach or modify a wide variety of behaviors and skills, such as controlling tantrums, increasing the frequency and length of verbal responses, making requests, interacting with peers, and solving math problems. Seeing Is Believing is a good companion book to Functional Behavior Assessment for People with Autism and Stop That Seemingly Senseless Behavior! For further information on VSM, go to siskinvsm.org. Here youwill find a blog that provides additional advice and consultation via email on VSM methods, sample videos, FAQs, and a discussion forum with professionals in the field. siskinvsm.org will become operational in March 2009.

Download or read book Teaching Expressive Labeling to Children with Autism Via Videotape Modeling written by Matt Stoelb and published by . This book was released on 2004 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the number of children who are diagnosed with autism continues to increase, it is important to identify affordable and effective interventions to teach them basic skills. Prior studies have suggested that video modeling can be effective at teaching children with autism a wide range of skills and responses but have not examined this intervention absent from prompts to pay attention, in vivo or live modeling, and skill rehearsal and reinforcement. This study examined the use of video modeling to teach three young children with autism to name pictures of common objects, examined video modeling as a stand-alone procedure, and included assessments of maintenance and generalization. It contrasted two different stimulus presentation styles (massed trials presentation and distributed trials presentation) with a no-treatment condition within the context of a single subject alternating treatment research design. Thirty stimulus labels were divided into three groups of ten labels each and were randomly assigned to massed trials video modeling, distributed trials video modeling, and no-treatment conditions. Baseline data demonstrated that none of the children could expressively label any of their target items, name any of the alternative examples of these items, or receptively label targets at levels that were higher than chance. After daily probes to assess these skills, participants were exposed to videotapes of children naming target items three times in succession (massed trials) or three times intermixed with one another (distributed trials). A total of fifteen probe and intervention sessions occurred before a 2- and 4-week maintenance phase began. Two of the three participants paid high levels of attention to intervention videos. These two children learned to name 95% of the pictures they saw within videos (as compared to 25% of control group stimuli), to receptively label 100% of video targets, and to name 80% of alternative examples of these. The third child in the study seldom attended to the videos and did not learn any of the labels within them. Attention to videos accounted for 98% of the variance in the number of labels that were acquired, and the two types of videos that were used appeared to be equally effective. This study suggests that some children with autism can be taught desired skills through the use of homemade videos in the absence of live instruction and reinforcement. Additional research is needed to explore the instruction of social and play skills through stand-alone video modeling procedures, the identification of measures that predict responsiveness to video modeling, and the validation of sequential steps that can be taken when video modeling is not effective.

Download or read book Children And Youth With Asperger Syndrome Strategies For Success In Inclusive Settings written by Brenda Smith Myles and published by . This book was released on 2010-05-08 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: Asperger syndrome (AS) is a disorder in the autism spectrum, and students with AS suffer from similar, though milder, symptoms as students with autism. Classroom teachers who are responsible for planning for and teaching students with AS generally have not been provided the skills and knowledge to do so. Crafting and implementing plans for students is nearly impossible without a clear understanding of the disorder, or clearly defined instructional methods and strategies. Children and Youth With Asperger Syndrome provides important strategies in teaching children and youth diagnosed with AS. This essential resource for teachers and other educators presents research-based, instructional, behavioral, and environmental strategies for teachers, including: - Adaptations for success in general education settings - Environmental modifications, including visual supports and organizational strategies - Technology accommodations - Transition planning - Emotional, behavioral, and social supports Children and youth with AS are often misunderstood. These individuals have great potential that frequently remains unrealized because the modifications they require to be successful are not made. By using the practical strategies in this guide, however, educators can at last effectively meet the needs of students with AS.

Download or read book The effectiveness of video modeling in teaching postive social behavior to students with autism spectrum disorder written by Kellie Cleary and published by . This book was released on 2014 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effectiveness of using a video modeling teaching strategy coupled with guided practice lesson to teach students on the autism spectrum (ASD) functional social skills. Four students and their parents or guardians elected to participate in this study. Interviews with parents or guardians were conducted to determine student's level of performance in 13 social areas. Students then participated in social instruction using video modeling, particularly using to video "Fitting in and Having Fun", as a key strategy. Video modeling is a teaching strategy that involves watching a video that models a desired behavior then practicing the desired behavior. Field notes were taken by the researcher after each lesson and themes emerged from these notes. Post interviews were given after completing 13 lessons to determine the effectiveness of the strategy and themes emerged from the surveys as well as informal discussions with parents and students. The study determined the follwing: 1) Students with autism respond positively and quickly to the strategy of video modeling and that it is an effective strategy for decreasing undesired social behaviors and increasing desired social behaviors. 2) Parents of students with ASD are seeking effective strategies for teaching social skills that can be easily implemented at home. 3) Students with ASD can depict appropriate social responses when acting out a scene and this activity can help them to further understand social responses in general. 4) Video modeling engages the student through the use of media which can be exceptionally effective when working with students with ASD.

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 USE OF GENERALIZATION PROMOTION STRATEGIES AND VIDEO MODELING TO INCREASE SOCIAL SKILLS ACQUISITION FOR YOUNG CHILDREN WITH AUTISM written by Megan A Roberts and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many children with autism spectrum disorder (ASD) have difficulty with developing and generalizing the social skills necessary for long term success. Social skills deficits can often lead to shortcomings in other areas, and can hinder a child's potential for future independence. Currently, many studies addressing this issue use a train and hope approach to implementation, which does not always produce generalized outcomes. The study sought to determine how video modeling (VM) in conjunction with generalization-promotion strategies can be used to increase social skills acquisition for children with ASD. In this study, the use of generalization-promotion strategies and video modeling to increase social skills acquisition of children with ASD was evaluated by using a multiple baseline across behaviors design. Four students with ASD attending a public school and 11 neurotypical peers, all 8-10 years-old, participated in the study. Three behaviors were targeted based on results from the Autism Social Skills Profile (Bellini, 2006) completed by participants' parents/guardians. The three behaviors targeted were joining an activity, obtaining attention and taking turns. The following elements of the study were evaluated: the success of the video modeling intervention alone and the success of the video modeling intervention with the addition of generalization-promotion strategies, along with the procedural fidelity of the intervention and the social validity of the outcomes. The results of the study suggested video modeling alone produced increases in the training setting, but this result did not generalize to the new setting. Explicit intervention was required to produce generalization. Therefore, video modeling and generalization-promotion supported children with ASD in generalizing their use of learned social skills. Throughout each phase of the study, there was a high level of procedural fidelity, and parents/guardians' and data collectors' social validity survey responses suggested the interventions and outcomes were socially significant to the participants. Maintenance data suggested that participants were able to maintain the learned skills following the completion of the intervention. There were limitations to this research design, resulting in recommendations for future research.

Download or read book Increasing Independence in Children with Autism Spectrum Disorders Using Video Self Modeling written by Julie Iberer Bucalos and published by . This book was released on 2013 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: Independent task completion was examined using a multiple probe across participants research design for three students with autism spectrum disorders (ASD) functioning in an inclusive classroom. Results were positive and suggest that video self-modeling (VSM) is a viable solution to decrease prompt dependence and increase independence and task completion for students with an ASD. Participants quickly reached criterion, generalized behavior, and maintained skills after four weeks at 80-100% independence. Social validity of VSM was also measured by surveying teachers and students and found clear variations between general and special education teachers regarding their perceptions of the independence of students as a result of the VSM. This study also revealed the discrepancy between the levels of prompting between general education and special education teachers.

Download or read book Teaching Children with Autism Inclusion Readiness Skills Using Video Self Modeling with an IPad written by Alonna Marcus and published by . This book was released on 2014 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young children with autism participated in this study. A multiple baseline design across behavior and subjects was used. All three participants reached mastery criteria in all three behaviors. Experimental control was shown with the multiple baseline across subjects. Moreover, experimental control was established with the multiple baseline across behaviors with one of the participants. Due to generalization across behaviors, experimental control was shown with two of the behaviors with a second subject. When video models were discontinued and maintenance probes were conducted, all three children maintained group direction skills. Results showed that the prerequisite classroom skills were effectively taught to children with autism using video self-modeling. The results are discussed in terms of implications for the general education classroom and future research directions.

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 Using Point of view Video Modeling to Teach Pretend Play to Children with Autism written by Alison Dial and published by . This book was released on 2012 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching Eye Contact and Responding to Name to Children with Autism Spectrum Disorder written by Amelia M. Fonger and published by . This book was released on 2018 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eye contact and responding to name may be described as behavioral cusps because acquiring these skills extends contact with the environment, can allow behavior to come under the control of new contingencies, and may facilitate the acquisition of new behavior (Bloom & Lahey, 1978; Carbone, O'Brien, Sweeney-Kerwin, & Albert, 2013; Cook et al., 2017; Hanley, Heal, Tiger, & Ingvarsson, 2007; Rosales-Ruiz & Baer, 1997; Tiegerman & Primavera, 1984; Weiss & Zane, 2010). Eye contact and responding to name are commonly cited as targets for early intensive behavioral intervention; however, the existing literature is limited in its ability to guide a practitioner's selection of effective methods to teach these skills. This dissertation seeks to remedy this lack. In the first study of this dissertation, we used a shaping procedure to teach three preschool-age children diagnosed with ASD to make eye contact with the instructor for a duration of 3 s. Then, we taught them to make eye contact during breaks in instruction. Following the initial intervention, we decreased the frequency of reinforcement while training for generalization across instructors and locations. All three children acquired quick and sustained eye contact, which maintained after one month and transferred across a variety of instructors and locations, without the need for prompting. In a second study, we taught four children diagnosed with autism spectrum disorder to respond to their names, but not to other names, by making eye contact. First, we paired their names with reinforcers while they made eye contact, which resulted in their responding to their names in 60-80% of trials. Next, we differentially reinforced responding to their names and extinguished responding to other names. By this point, two of the four children were not only discriminating between their name and others, but also responding to their names more than 80% of the time. Finally, we taught the children to respond to their names reliably while engaging in various activities. All four children reliably discriminated between their names and other names, and this transferred across a variety of instructors and locations and maintained when assessed one month after the intervention. The results suggest that these procedures can be used to teach children diagnosed with ASD to make eye contact and respond to their names in a less restrictive manner than other methods, while eliminating the need for prompt fading, which may make it more efficient and more desirable than existing strategies in the literature.

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 Practical Guide to Using Video in the Behavioral Sciences written by Peter W. Dowrick and published by . This book was released on 1991-05-08 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: This hands-on guide to the use of video in the behavioral sciences identifies and provides detailed descriptions of both current and potential uses of the medium. Both authoritative and practical, it supplements every use described in Part I with contributions by a team of international experts, illustrating applications for each purpose in Part II. Covers topics and applications in interactive video, video for assessment and documentation, analysis of facial expression and emotion, video vignettes, video use at the community level and much more.