Video Self-Modelling as an Intervention for Remediating Dysgraphia in Children with Autism Spectrum Disorders

Autor/inn/en	Harris, Geri Maria; Little, Steven G.; Akin-Little, Angeleque
Titel	Video Self-Modelling as an Intervention for Remediating Dysgraphia in Children with Autism Spectrum Disorders
Quelle	In: Australian Journal of Learning Difficulties, 22 (2017) 2, S.153-170 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1397525
Schlagwörter	Autism; Pervasive Developmental Disorders; Video Technology; Intervention; Learning Disabilities; Young Children; Handwriting; Writing Skills; Program Effectiveness; Effect Size; Maintenance; Observational Learning; Imitation; Modeling (Psychology); Developmental Disabilities; Special Schools; Achievement Tests; Questionnaires; Rating Scales; Quasiexperimental Design; Statistical Analysis; Pretests Posttests; Texas (Houston); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Autismus; Learning handicap; Lernbehinderung; Frühe Kindheit; Handschrift; Writing skill; Schreibfertigkeit; Imitationslernen; Modeling; Modelling; Modellierung; Entwicklungsstörung; Special school; Sonderschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen; Rating-Skala; Statistische Analyse
Abstract	A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a single-subject design with three 7--8 year old children diagnosed with ASD, this study examined VSM as a treatment for improving handwriting legibility and proficiency. All participants' legibility data showed a large effect sizes and high Percentages of non-overlapping data from baseline to treatment and maintenance phases, indicating that VSM is an effective treatment for improving and maintaining handwriting legibility in children with ASD. Results are discussed in terms of applicability of VSM as an intervention with academic skills deficits in children with ASD. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01