Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders / Joshua B. PLAVNICK in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2231-2236 Titre : Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; A. D. DUENAS, Auteur Article en page(s) : p.2231-2236 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Social skills  Video-based group instruction Index. décimale : PER Périodiques Résumé : Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions. En ligne : http://dx.doi.org/10.1007/s10803-018-3481-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; A. D. DUENAS, Auteur . - p.2231-2236. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2231-2236 Mots-clés : Autism spectrum disorder  Social skills  Video-based group instruction Index. décimale : PER Périodiques Résumé : Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions. En ligne : http://dx.doi.org/10.1007/s10803-018-3481-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder / A. D. DUENAS in Journal of Autism and Developmental Disorders, 49-1 (January 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.236-247 Titre : Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. D. DUENAS, Auteur ; Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur Article en page(s) : p.236-247 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Pretend play  Video-modeling Index. décimale : PER Périodiques Résumé : Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting. En ligne : http://dx.doi.org/10.1007/s10803-018-3719-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377 [article] Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. D. DUENAS, Auteur ; Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur . - p.236-247. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.236-247 Mots-clés : Peer-mediated intervention  Pretend play  Video-modeling Index. décimale : PER Périodiques Résumé : Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting. En ligne : http://dx.doi.org/10.1007/s10803-018-3719-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377

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