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])  

Public ISBD [article]  inAutism - Open Access > 7-3 [01/06/2017] . - 8 p. 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 [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

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