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Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)

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inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2845-2858

Titre :	Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Amy D. SPRIGGS, Auteur ; David L. GAST, Auteur ; Victoria F. KNIGHT, Auteur
Article en page(s) :	p.2845-2858
Langues :	Anglais (eng)
Mots-clés :	Autism ASD Video modeling Observational learning Recreation and leisure skills Video games Gaming
Index. décimale :	PER Périodiques
Résumé :	The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8–11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-016-2824-3
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

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