[article] 
inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488

Titre :	Video self-modeling to teach classroom rules to two students with Asperger's
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur
Année de publication :	2009
Article en page(s) :	p.483-488
Langues :	Anglais (eng)
Mots-clés :	Asperger's Video-modeling Rules
Index. décimale :	PER Périodiques
Résumé :	Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2008.10.001
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709

[article] Video self-modeling to teach classroom rules to two students with Asperger's [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur . - 2009 . - p.483-488.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488

Mots-clés :	Asperger's Video-modeling Rules
Index. décimale :	PER Périodiques
Résumé :	Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2008.10.001
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709