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Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability / Cami E. BURTON in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur Article en page(s) : p.67-77 Langues : Anglais (eng) Mots-clés : autism intellectual disability video self-modeling functional mathematics instruction iPad Index. décimale : PER Périodiques Résumé : Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77[article] Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur . - p.67-77.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77
Mots-clés : autism intellectual disability video self-modeling functional mathematics instruction iPad Index. décimale : PER Périodiques Résumé : Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)
[article]
Titre : Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tom BUGGEY, Auteur Année de publication : 2012 Article en page(s) : p.102-110 Langues : Anglais (eng) Mots-clés : video self-modeling autism spectrum disorders initiations young children Index. décimale : PER Périodiques Résumé : Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a single-case multiple-baseline design was used to determine whether VSM would facilitate social initiations across three young children (M = 3 years 10 months) on the autism spectrum. Although VSM has been found to enhance skills in younger children with autism spectrum disorders, no changes in behavior were noted for the participants in this study. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : http://dx.doi.org/10.1177/1088357612441826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.102-110[article] Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tom BUGGEY, Auteur . - 2012 . - p.102-110.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.102-110
Mots-clés : video self-modeling autism spectrum disorders initiations young children Index. décimale : PER Périodiques Résumé : Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a single-case multiple-baseline design was used to determine whether VSM would facilitate social initiations across three young children (M = 3 years 10 months) on the autism spectrum. Although VSM has been found to enhance skills in younger children with autism spectrum disorders, no changes in behavior were noted for the participants in this study. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : http://dx.doi.org/10.1177/1088357612441826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Teaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling / Sharon Y. LEE in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
[article]
Titre : Teaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling Type de document : Texte imprimé et/ou numérique Auteurs : Sharon Y. LEE, Auteur ; Ya-yu LO, Auteur ; Yafen LO, Auteur Article en page(s) : p.2295-2306 Langues : Anglais (eng) Mots-clés : Video self-modeling Autism spectrum disorder Functional play skills Generalization Index. décimale : PER Périodiques Résumé : The researchers used a single-case, multiple probe design across three sets of toys (i.e., farm toy, doctor’s clinic toy, and rescue toy) to examine the effects of video self-modeling (VSM) on the functional play skills of a 5-year-old child with autism spectrum disorder. The findings showed a functional relation between VSM and increased percentages of functional play actions across the toy sets. The participant’s percentages of the targeted functional play skills for the intervention toys remained high 1 week and 2 weeks after the intervention ceased. Additionally, preliminary generalization results showed slight improvement in the percentages of functional play actions with the generalization toys that were not directly taught. Limitations, practical implications, and directions for future research are discussed. En ligne : https://doi.org/10.1007/s10803-017-3147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2295-2306[article] Teaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling [Texte imprimé et/ou numérique] / Sharon Y. LEE, Auteur ; Ya-yu LO, Auteur ; Yafen LO, Auteur . - p.2295-2306.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2295-2306
Mots-clés : Video self-modeling Autism spectrum disorder Functional play skills Generalization Index. décimale : PER Périodiques Résumé : The researchers used a single-case, multiple probe design across three sets of toys (i.e., farm toy, doctor’s clinic toy, and rescue toy) to examine the effects of video self-modeling (VSM) on the functional play skills of a 5-year-old child with autism spectrum disorder. The findings showed a functional relation between VSM and increased percentages of functional play actions across the toy sets. The participant’s percentages of the targeted functional play skills for the intervention toys remained high 1 week and 2 weeks after the intervention ceased. Additionally, preliminary generalization results showed slight improvement in the percentages of functional play actions with the generalization toys that were not directly taught. Limitations, practical implications, and directions for future research are discussed. En ligne : https://doi.org/10.1007/s10803-017-3147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback / Lema KABASHI in Autism - Open Access, 7-3 ([01/06/2017])
[article]
Titre : Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Lema KABASHI, Auteur ; Louise A. KACZMAREK, Auteur Article en page(s) : 8 p. Langues : Anglais (eng) Mots-clés : Autism Children mands Greeting Video self-modeling Video feedback Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers. En ligne : https://dx.doi.org/10.4172/2165-7890.1000212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-3 [01/06/2017] . - 8 p.[article] Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback [Texte imprimé et/ou numérique] / Lema KABASHI, Auteur ; Louise A. KACZMAREK, Auteur . - 8 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-3 [01/06/2017] . - 8 p.
Mots-clés : Autism Children mands Greeting Video self-modeling Video feedback Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers. En ligne : https://dx.doi.org/10.4172/2165-7890.1000212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism / Sarah HURWITZ in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Tybytha RYAN, Auteur ; Daniel P KENNEDY, Auteur Article en page(s) : p.904-915 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Conversation Multiple baseline design Social skills Video recording glasses Video self-modeling Index. décimale : PER Périodiques Résumé : Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change. En ligne : http://dx.doi.org/10.1007/s10803-019-04312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.904-915[article] Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Tybytha RYAN, Auteur ; Daniel P KENNEDY, Auteur . - p.904-915.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.904-915
Mots-clés : Autism spectrum disorder Conversation Multiple baseline design Social skills Video recording glasses Video self-modeling Index. décimale : PER Périodiques Résumé : Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change. En ligne : http://dx.doi.org/10.1007/s10803-019-04312-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419