Video Self-Modeling in Children with Autism: A Pilot Study Validating Prerequisite Skills and Extending the Utilization of VSM across Skill Sets

Autor/inn/en	Williamson, Robert L.; Casey, Laura B.; Robertson, Janna Siegel; Buggey, Tom
Titel	Video Self-Modeling in Children with Autism: A Pilot Study Validating Prerequisite Skills and Extending the Utilization of VSM across Skill Sets
Quelle	In: Assistive Technology, 25 (2013) 2, S.63-71 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-0435
DOI	10.1080/10400435.2012.712604
Schlagwörter	Assistive Technology; Prerequisites; Intervention; Teaching Methods; Autism; Video Technology; Children; Pilot Projects; Observational Learning; Handheld Devices; Disabilities; Educational Technology; Special Education; Required Courses; Augmentative and Alternative Communication; Middle School Students; United States + Suchen Sie Ihr Suchwort? Voraussetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Autismus; Child; Kind; Kinder; Pilot project; Modellversuch; Pilotprojekt; Imitationslernen; Handicap; Behinderung; Unterrichtsmedien; Special needs education; Sonderpädagogik; Sonderschulwesen; Pflichtkurs; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; USA
Abstract	Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10