Video Modeling: Why Does It Work for Children with Autism?

Autor/inn/en	Corbett, Blythe A.; Abdullah, Maryam
Titel	Video Modeling: Why Does It Work for Children with Autism?
Quelle	In: Journal of Early and Intensive Behavior Intervention, 2 (2005) 1, S.2-8 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-4893
Schlagwörter	Socialization; Social Behavior; Autism; Teaching Methods; Video Technology; Role; Models; Intervention; Television; Symptoms (Individual Disorders); Individual Characteristics; Cues; Visual Stimuli; Interaction; Social Environment; Student Motivation; Behavior Modification + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Social behaviour; Soziales Verhalten; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Analogiemodell; Fernsehen; Fernsehtechnik; Psychiatrische Symptomatik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Stichwort; Interaktion; Soziales Umfeld; Schulische Motivation; Behaviour modification; Verhaltensänderung
Abstract	Video modeling is a well-validated intervention documented in the behavioral sciences. It has been used to target a variety of behaviors across many areas of functioning including language, social behavior, play, academics and adaptive skills. The methodology appears particularly efficacious for children with autism. In this review of research applications of video modeling, we explore several plausible explanations that contribute to the unique benefits of television/video methodology. We discuss the specific characteristics of autism that may provide a rationale for using visually cued instruction that restricts the field of focus while not imposing too much demand on social attention or interaction. The unique aspects of video presentation are presented within a social learning context (Bandura, 1977, 1986). We also discuss additional explanations pertaining to the features video offers, such a restricted field of focus, repetitive presentation of models and situations, and a context that is typically associated with recreation and is thus viewed with greater receptivity and motivation. (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10