Effects of Video Modeling on Abduction-Prevention Skills by Individuals with Autism Spectrum Disorder

Autor/inn/en	Abadir, Christina M.; DeBar, Ruth M.; Vladescu, Jason C.; Reeve, Sharon A.; Kupferman, Douglas M.
Titel	Effects of Video Modeling on Abduction-Prevention Skills by Individuals with Autism Spectrum Disorder
Quelle	In: Journal of Applied Behavior Analysis, 54 (2021) 3, S.1139-1156 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vladescu, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.822
Schlagwörter	Video Technology; Modeling (Psychology); Safety Education; Autism; Pervasive Developmental Disorders; Prevention + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Sicherheitserziehung; Autismus; Prävention; Vorbeugung
Abstract	Deficits in safety skills and communication place individuals with autism spectrum disorder (ASD) at risk of danger. Abduction prevention remains an understudied area. Video modeling has proven to be effective in some research on teaching safety skills to individuals with ASD. Existing research has yet to assess responding to lures from known people. The effects of video modeling on abduction-prevention skills were evaluated using a multiple probe across participants with an embedded adapted alternating treatments design. Using video modeling, we extended research by teaching how to respond to lures from strangers and known individuals by securing a code word. Generalization was programmed for and assessed across multiple lure types, confederates, and locations. Participants demonstrated differentiated responding across lures from strangers and known people and responding generalized to untrained community settings, people, and lures. Three of the 4 participants maintained skills at least 1 week following mastery. Procedures, goals, and outcomes were considered socially valid. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01