Literaturnachweis - Detailanzeige
| Autor/inn/en | Wynkoop, Kaylee Stahr; Robertson, Rachel E.; Schwartz, Rachel |
|---|---|
| Titel | The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students with Autism Spectrum Disorder and Intellectual Disability |
| Quelle | In: Journal of Special Education Technology, 33 (2018) 3, S.145-158 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643417746149 |
| Schlagwörter | Video Technology; Intervention; Daily Living Skills; Pervasive Developmental Disorders; Autism; Intellectual Disability; Modeling (Psychology); Comparative Analysis; Prompting; Reinforcement; Clinical Diagnosis; High School Students; Adjustment (to Environment); Behavior Rating Scales; Middle School Students; Vineland Adaptive Behavior Scales Alltagsfertigkeit; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Modeling; Modelling; Modellierung; Benutzerführung; Positive Verstärkung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule |
| Abstract | Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have deficits in independent living skills. One way to improve skills in this area is through the use of video modeling (VM) interventions. The purpose of the study was to compare the effects of two VM interventions and a third non-video-based intervention on the independent living skills of four students with ASD and/or ID. Using an adapted alternating treatments design, we investigated the comparative effects of VM plus prompting and reinforcement (VM + P&R), continuous video modeling (CVM) plus prompting and reinforcement (CVM + P&R), and prompting and reinforcement alone (P&R). Results indicated that two students responded well to both VM + P&R and P&R, while CVM + P&R was most effective for one student. For the last student, all interventions had only minimal effects on target skill performance, and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM + P&R and/or CVM + P&R, but P&R required less preparation and instructional time. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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