Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism / Rachael EGARR in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3366-3382 Titre : Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rachael EGARR, Auteur ; Catherine STOREY, Auteur Article en page(s) : p.3366-3382 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Comprehension  Humans  Reading  Students  Feedforward video self-modelling  Fluency  Talking mats  Video modelling  Video self-modelling  This study was completed in partial fulfilment of a Masters in Applied Behaviour  Analysis. This research was unfunded and the authors have no known conflict of  interest. Index. décimale : PER Périodiques Résumé : Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and 15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to include these individuals within the social validation process of behavioural research. En ligne : http://dx.doi.org/10.1007/s10803-021-05217-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism [Texte imprimé et/ou numérique] / Rachael EGARR, Auteur ; Catherine STOREY, Auteur . - p.3366-3382. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3366-3382 Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Comprehension  Humans  Reading  Students  Feedforward video self-modelling  Fluency  Talking mats  Video modelling  Video self-modelling  This study was completed in partial fulfilment of a Masters in Applied Behaviour  Analysis. This research was unfunded and the authors have no known conflict of  interest. Index. décimale : PER Périodiques Résumé : Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and 15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to include these individuals within the social validation process of behavioural research. En ligne : http://dx.doi.org/10.1007/s10803-021-05217-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

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