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Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom / Kaitlyn P. WILSON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
[article]
Titre : Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlyn P. WILSON, Auteur Article en page(s) : p.1819-1831 Langues : Anglais (eng) Mots-clés : Video modeling In vivo modeling Autism spectrum disorder Educational intervention Alternating treatment design Index. décimale : PER Périodiques Résumé : Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants’ learning preferences and processes, as well as educators’ perceptions of the acceptability of each intervention’s procedures in the classroom setting. En ligne : http://dx.doi.org/10.1007/s10803-012-1731-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1819-1831[article] Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom [Texte imprimé et/ou numérique] / Kaitlyn P. WILSON, Auteur . - p.1819-1831.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1819-1831
Mots-clés : Video modeling In vivo modeling Autism spectrum disorder Educational intervention Alternating treatment design Index. décimale : PER Périodiques Résumé : Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants’ learning preferences and processes, as well as educators’ perceptions of the acceptability of each intervention’s procedures in the classroom setting. En ligne : http://dx.doi.org/10.1007/s10803-012-1731-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=205 New Techniques in Interventions for Children with Autism Spectrum / Christos K. NIKOPOULOS in Autism - Open Access, 6-6 ([01/11/2016])
[article]
Titre : New Techniques in Interventions for Children with Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Christos K. NIKOPOULOS, Auteur ; Evangelos MANOLITSIS, Auteur Article en page(s) : 9 p. Langues : Anglais (eng) Mots-clés : Autism Verbal instructions In vivo modeling Staticpictures Video modeling Index. décimale : PER Périodiques Résumé : Verbal instructions (VI) and In vivo modeling are two commonly used instructional methods in the interventions for individuals with autism. The use of visual supports (VS) and particularly the use of static pictures (SP) and video modeling (VM) have also shown very encouraging results. Yet, there has not been any study to directly assess the effectiveness of each method. Thus, the present study was designed to assess the effectiveness of these four instructional methods across a number of different tasks. Nine children diagnosed with autism participated and experimental control was accomplished using a single-group repeated measures design. The impact of each method on children’s performance was determined through comparisons of the mean percentages of the completed steps in each task. Results showed that VM was the only instructional method which was more effective than VI. Possible reasons for the superiority of VM are provided and implications for future research are identified. En ligne : https://dx.doi.org/10.4172/2165-7890.1000195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 6-6 [01/11/2016] . - 9 p.[article] New Techniques in Interventions for Children with Autism Spectrum [Texte imprimé et/ou numérique] / Christos K. NIKOPOULOS, Auteur ; Evangelos MANOLITSIS, Auteur . - 9 p.
Langues : Anglais (eng)
in Autism - Open Access > 6-6 [01/11/2016] . - 9 p.
Mots-clés : Autism Verbal instructions In vivo modeling Staticpictures Video modeling Index. décimale : PER Périodiques Résumé : Verbal instructions (VI) and In vivo modeling are two commonly used instructional methods in the interventions for individuals with autism. The use of visual supports (VS) and particularly the use of static pictures (SP) and video modeling (VM) have also shown very encouraging results. Yet, there has not been any study to directly assess the effectiveness of each method. Thus, the present study was designed to assess the effectiveness of these four instructional methods across a number of different tasks. Nine children diagnosed with autism participated and experimental control was accomplished using a single-group repeated measures design. The impact of each method on children’s performance was determined through comparisons of the mean percentages of the completed steps in each task. Results showed that VM was the only instructional method which was more effective than VI. Possible reasons for the superiority of VM are provided and implications for future research are identified. En ligne : https://dx.doi.org/10.4172/2165-7890.1000195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410