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 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 236 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 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 Symbolic Play to Children with Autism Using Pivotal Response Training written by Aubyn C. Stahmer and published by . This book was released on 1993 with total page 492 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 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 From Play to Talk written by Soo Wee Ho and published by . This book was released on 2014 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Deficits in communication skills, both verbal and nonverbal, are central in Autism Spectrum Disorder (ASD) and Social (Pragmatic) Communication Disorder (SCD). Treatment goals focused on the acquisition of functional communication skills are among the most prevalent targets for instruction in education plans for persons with developmental disabilities (Sigafoos, 1997). This thesis explores the importance of teaching symbolic play skills in early interventions and its role in developing early social communication skills in young children with developmental disabilities, with a focus on children with ASD. This thesis comprises: (i) two parallel systematic reviews on measures used by authors since 2000 for assessing early social communication and for assessing symbolic play, (ii) a report of an intensive one-on-one daily targeted symbolic play intervention for a three-year-old child diagnosed with Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS), and (iii) a report of a developmental trajectory study involving both children with ASD (n=4) and neurotypical children (n=4), tracking their play and language development over three time-points across a six-month period.The two systematic literature reviews on measures revealed a total of 46 different measures being employed for assessing early social communication and 26 measures for symbolic play. Of these measures, eight were reported in both reviews. Psychometric properties of the top ten most frequently cited measures on both lists were listed. Implications of the results were discussed. The author put forward the proposition that symbolic play and early social communication are closely linked in early childhood development, such that teaching symbolic play can lead to improvements in early social communication and potentially result in collateral gains in language.Supporting evidence for this hypothesis was presented. A single participant behavioural paradigm was employed to present findings on a targeted symbolic play intervention. Teaching and learning processes are explicated from this experiment. The child made gains in her play skills, becoming a more active player and was able to display more pretend play and more combinations of toys. Even though language skills were not explicitly targeted, the child made gains in language skills, especially in her expressive communication, as assessed by Preschool Language Scale, Fifth Edition (Zimmerman, Steiner, & Pond, 2011).From the developmental trajectory study, the neurotypical group of children made better progress compared to the group of children with ASD, both in their language and in their play skills. The group of children with ASD had a greater percentage of indiscriminate play actions. Indiscriminate play actions are non-specific and non-targeted interactions with the toys or materials presented such as mouthing, sniffing and rubbing the toys against the skin, dropping or throwing the toys off the play table or floor play area. The findings provide validity support for the selected measures used in this study. The child who received targeted symbolic play intervention made significant gains in her play skills, including self pretend play and making many different toy combinations. She also made gains in her expressive communication skills even though these skills were not directly targeted. Overall, this study has provided supporting evidence that targeted symbolic play may be a cusp to developing social communication skills, with collateral gains in language skills. Going beyond using play as a backdrop to teaching various skills, the author argued that symbolic play targets are worthy early intervention goals by themselves.

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 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 A Comparison of Video Modeling with Versus Without Play Narrations on Toy Play for Children with Autism Spectrum Disorder who Demonstrate Delayed Echolalia written by Matthew Douglas Busick and published by . This book was released on 2015 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 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 The Effects of Video Modeling on the Quality of Play Behaviors in Children with Autism written by Meaghan Coté and published by . This book was released on 2012 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Video Modeling and a Lag Schedule of Reinforcement on Toy Play Behaviors of Children with Autism written by Christina Lin Fragale and published by . This book was released on 2012 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling is a research-based intervention used to teach play skills to children with autism. While children learn to imitate the play behaviors seen in the video, increases in play behaviors different from the video were not apparent. The current study examined the use of video modeling and video modeling with an added lag schedule of reinforcement, on increasing toy play of five children with autism in their homes. During video modeling, the children watched a short video portraying a person playing with toy figurines. Then, they were given the toys and instructed to play independently for 5-min. During the video model with lag schedule reinforcement, praise and preferred snacks were provided when his or her toy play was different from immediately preceding responses during the play session. A nonconcurrent multiple baseline across participants design was used to examine the effects. Overall results indicated that the children learned scripted toy play and increased in levels of varied play, but did not increase significantly nor decrease in levels of unscripted toy play from baseline. Even with the additional reinforcement, the children's play did not increase in levels of varied play, scripted or unscripted play behaviors for four of five participants. Social validity of the child's play outcomes and the perceived ease of use of the intervention were assessed using questionnaires filled out by parents and behavioral therapists. Discussion, limitations, and implications for future research are presented.

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 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.