Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism

Autor/inn/en	Dauphin, Melissa; Kinney, Elisabeth M.; Stromer, Robert; Koegel, R. L.
Titel	Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism
Quelle	In: Journal of Positive Behavior Interventions, 6 (2004) 4, S.238-250 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007040060040501
Schlagwörter	Play; Dramatic Play; Autism; Matrices; Teaching Methods; Intervention; Males; Young Children; Pervasive Developmental Disorders; Computer Uses in Education; Models; Cues; Interpersonal Competence; Videotape Recordings; Attention Deficit Disorders; Hyperactivity + Suchen Sie Ihr Suchwort? Spiel; Dramatisches Mittel; Theaterstück; Autismus; Matrizenrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; Frühe Kindheit; Computernutzung; Analogiemodell; Stichwort; Interpersonale Kompetenz; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität
Abstract	We evaluated an intervention package for teaching generative sociodramatic play activities to a young boy with an autism spectrum disorder. In Phase 1, the boy learned computer activity schedules that featured embedded video models of what to say and do. A 3 x 3 instructional matrix defined 9 activities to be performed involving combinations of 3 figurines and 3 actions. In Phase 2, the boy learned to use notebook schedules with pictures cuing sequences of different play activities. Phase 3 clarified and expanded the skills learned so far: Across 3 new instructional matrices, the boy learned 3 of the 9 activities within each matrix using video-enhanced computer schedules. For every activity taught directly, nearly 2 additional activities also occurred. The results recommend video-enhanced activity schedules to teach sociodramatic play and the use of matrix training to program for generative learning outcomes. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10