The Use of Self-prompted Video Modeling on Teaching Daily Living Skills in Adolescents with Autism Spectrum Disorder PDF Download
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Author: Mun Yan Adeline Yeong
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 92
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Book Description
Author: Mun Yan Adeline Yeong
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 92
Get Book Here
Book Description
Author: Elisa M. Cruz-Torres
Publisher:
ISBN:
Category : Autism in adolescence
Languages : en
Pages : 144
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Book Description
Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence. A variety of technological devices have proven to be effective and efficient tools for the delivery of videos aimed at promoting independence among individuals with ASD while reducing the need for external prompts provided by others. As technology advances, devices have become more portable and, ultimately, affordable. Parents and caregivers have not only obtained these advanced technological devices, but actively seek to become more competent in using them to assist their children with ASD in a variety of ways. While there is ample research to support the use of portable devices to promote daily living skills for individuals with autism and other developmental disabilities, relatively few studies have examined whether parents can be trained to effectively deliver video prompting interventions through the use of mainstream devices. The current study sought to evaluate parent fidelity of implementing video prompting procedures using an iPad tablet as taught during a behavior skills training. Procedural fidelity was assessed utilizing a multiple baseline across participants' design to determine if their children with ASD, between the ages of 12 and 17, were able to acquire and master the steps of a targeted daily living skill. Results indicated that parents were successful in their implementation of the training procedures. Results also demonstrated that their children were able to correctly and independently complete the steps of their daily living skills with high accuracy while also self-fading the viewing of video prompts. Implications for parent training and future research are discussed.
Author: Brenna Noland
Publisher: Jessica Kingsley Publishers
ISBN: 085700638X
Category : Psychology
Languages : en
Pages : 146
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Book Description
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.
Author: Nicholas W. Gelbar
Publisher: Oxford University Press
ISBN: 0190624825
Category : Family & Relationships
Languages : en
Pages : 353
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Book Description
Adolescents with Autism Spectrum Disorder synthesizes current science on adolescents and young adults with ASD in order to inform mental health practitioners and education professionals who work directly with these individuals.
Author: Jeff Sigafoos
Publisher: Pro-Ed
ISBN: 9781416401520
Category : Education
Languages : en
Pages : 35
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Book Description
Author: Ashley L. Cary
Publisher:
ISBN:
Category : Autism spectrum disorders
Languages : en
Pages : 29
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Book Description
Individuals with severe autism spectrum disorder and intellectual disability face poor outcomes in the area of self-determination and independence due to deficits in the areas of daily living skills. Utilizing video prompting is a way of teaching daily living skills and providing independence, and teaching students to self-direct their video prompts is a way to reduce instruction provided by a teacher or job coach. Three participants with severe autism and intellectual disability were taught three daily living skills using self-directed video prompting on an iPod Touch. Students were taught to load a dishwasher with instructor-delivered video prompts. After reaching mastery, they were taught using modeling followed by decreasing prompts to use the iPod Touch to watch prompts to Swiffer mop the kitchen floor. When they were at mastery on the second phase, they were allowed to self-direct their own video prompts to teach themselves to wipe the bathroom mirror. Results of the study demonstrate that all four students acquired the skills using video prompting. All three participants became more independent using the iPod Touch by the third phase, but weren’t completely independent self-directing their video prompts.
Author: Caroline Koh
Publisher: Springer Nature
ISBN: 9811598614
Category : Education
Languages : en
Pages : 252
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Book Description
This book brings together strategies and innovations that educators from diverse educational contexts have conceptualized and implemented to cater to differences in academic ability, as well as in other domains such as psychosocial contexts and developmental needs. The emergence of IT and new technologies have altered the educational landscape and opened a multitude of opportunities for diverse modes of instruction catering to diverse student populations. The book addresses the gap in the literature with evidence-based reports of innovative strategies and approaches that are grounded in educational research. It identifies student differences in terms of academic ability and also, with regard to their cultural and social background, their developmental and psycho-emotional needs. It examines how new technologies are used in instructional approaches and how these innovative strategies diversify learner experiences. The book is a valuable resource to practitioners, researchers and educational administrators.
Author: Justin B. Leaf
Publisher: Springer
ISBN: 3319629956
Category : Psychology
Languages : en
Pages : 439
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Book Description
This handbook identifies the various social deficiencies widely associated with children and youth diagnosed with autism spectrum disorder (ASD). It discusses possible causes as well as the lifelong effects if these deficiencies are not addressed. The handbook presents current behavioral and curriculum-based methods for assessing social deficits. Chapters examine the various interventions that have been used to improve social skills and behavior, including video modeling, peer-mediated interventions, and script fading. Chapters also assess various interventions using empirically based procedures, evaluate the research of each of these procedures, provide guidelines for treatment planning, and offer clinical recommendations. The handbook concludes with future directions for the development of both social behavior and clinical social skills interventions. Topics featured in the Handbook include: Impairments in social behavior that may result in negative outcomes such as depression, loneliness, and suicide in individuals with ASD. Bullying among youth with ASD. Behavioral skills training to promote social behavior of individuals with ASD. The Early Start Denver Model approach to helping young children with ASD. The implementation of social skills groups for individuals diagnosed with ASD. The Handbook of Social Skills and Autism Spectrum Disorder is a must-have resource for researchers, clinicians/professionals, and graduate students in clinical child, school, and developmental psychology, behavioral therapy, and social work, as well as such interrelated disciplines as child and adolescent psychiatry, rehabilitation medicine/therapy, pediatrics, and special education/educational psychology.
Author: Maria Louise Gies
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
Abstract: Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video demonstration of a targeted behavior and subsequently performing what was viewed. A variation of video modeling is video prompting in which the learner views a video demonstration that is a single task analysis step or chunk of a targeted behavior followed by practice of that step/chunk. Video prompting has successfully been used to teach a number of behaviors to individuals with developmental disabilities including self-help skills (Norman, Collins, & Schuster, 2001), daily living skills (Cannella-Malone et al., 2006), and cooking related tasks (Graves, Collins, Schuster, & Kleinert, 2005; Sigafoos et al., 2005). When selecting appropriate gross motor activities to teach individuals with ASD, physical educators must consider their developmental delays and deficits in movement behaviors (Pan, Tsai, & Chu, 2009). Dance is a common activity offered in physical education programs (NASPE, 2005). By performing appropriate dances, individuals with ASD may be able to benefit both physically (e.g., enhanced coordination and balance) and socially (e.g., enhanced inclusive recreation and leisure activities). Dance has positively impacted children and adolescents with disabilities as evidenced by increased participation and cooperation (Crain, Eisenhart, & McLaughlin, 1984). However, additional research is needed to investigate instructional dance interventions for children and adolescents with ASD. The current study employed a multiple probe across participants design to evaluate the effects of video prompting as an intervention for dance instruction. Seven participants with high-functioning ASD participated in the study. Six males (ages 12 to 16) and one female (age 15) received Cupid Shuffle dance training in a one-on-one instructional format. The researcher showed one video vignette (clip) at a time on a MacBook Pro® laptop computer. After viewing a vignette, participants were given the opportunity to reproduce the modeled steps. The researcher provided positive reinforcement, such as praise and/or a high-five for correctly performed steps. To correct errors, a 4-level least-to-most prompting system was implemented. Maintenance, generalization, and social validity were assessed. Results showed that six participants acquired the Cupid Shuffle from the video prompting intervention. Moreover, three participants demonstrated 100% maintenance and one participant demonstrated 99.1% maintenance at 1-week post-intervention. One participant demonstrated 100% maintenance at 8-days post-intervention. Participants achieved overall generalization probes percentages of 44-68%. In terms of generalizing the newly learned dance to a new situation by dancing alongside the trainer to music, four participants achieved overall generalization percentages of 89-100%. When generalizing the newly learned dance to the new situation of dancing alongside peers to music, three participants achieved overall generalization percentages of 97-100%. Furthermore, parents and participants who completed social validity questions reported that the goals, procedures, and outcomes were acceptable and important.
Author: Teresa A. Cardon
Publisher: Springer
ISBN: 3319208721
Category : Psychology
Languages : en
Pages : 164
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Book Description
This volume analyzes recent technological breakthroughs in aiding children with autism spectrum disorder (ASD). Chapters offer practical guidance in such areas as assessment, treatment planning, and collaborative intervention. The book also presents findings on hardware and software innovations and emphasizes their effectiveness in clinical practices that are targeted to specific cognitive, social, academic and motor skill areas. In addition, it describes promising new deficit-reducing and skill-enhancing technologies on the horizon. Featured topics include: Developing and supporting the writing skills of individuals with ASD through assistive technologies. The ways in which visual organizers may support executive function, abstract language comprehension and social learning. Do-as-I’m-doing situations involving video modeling and autism. The use of technology to facilitate personal, social and vocational skills in youth with ASD. Evidence-based instruction for students with ASD. The use of mobile technology to support community engagement and independence. Technology and Treatment of Children with Autism Spectrum Disorder is an essential resource for clinicians and related professionals as well as researchers and graduate students across such disciplines as child and school psychology, rehabilitation medicine, educational technology, occupational therapy, speech pathology and social work.
