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| Using Video Modeling to Teach Children With Autism: Examining Procedural Variations |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 201 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Rebecca P. F. MacDonald (New England Center for Children) |
| Discussant: Jane S. Howard (California State University, Stanislaus) |
| CE Instructor: Dwight Harshbarger, Ph.D. |
| Abstract: Video modeling has been demonstrated to be an effective procedure to teach a variety of skills to individuals with autism. In this session we will describe studies demonstrating the use of video modeling to teach social skills. Over the years we have found that some children have difficulty learning using video instruction. We will present data from approximately 40 children with autism on a pre-assessment battery of skills that identifies the prerequisites necessary for learning using video instruction. We will present a study that examines rates of acquisition using commercial videos compared to teacher constructed videos to teach pretend play. We will examine the use of a generalization matrix model to construct pretend play scripts and present data recombinative play using video modeling. We will also discuss the implications for these procedural variations on the acquisition of play in children with autism |
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| Prerequisite Skills for Learning Through Video Modeling: Role of Delayed Imitation and Delayed Matching |
| MEGHAN E. ROBINSON (New England Center for Children), Chata A. Dickson (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: In the current study, over 40 preschool students diagnosed with autism were tested with 14 different assessments in order to determine if low performance on delayed match-to-sample (DMTS) and delayed imitation were correlated to low performance of a video modeling tasks. The fourteen assessments included video modeling and a variety of immediate and delayed discrimination tasks. Results showed three types of responders. Group one demonstrated mastery of all assessments including video modeling. Group two did not demonstrate immediate imitation, simultaneous matching or learning through video. Group three did not demonstrate DMTS, delayed imitation or learning through video. Initial findings showed a significant correlation between DMTS accuracy and video modeling performance (r=0.74, p<.01). That is, participants who performed better on the DMTS subtest, also tended to perform better on the video modeling performance subtests.
Statistical analysis also revealed a correlation between delayed imitation performance on video modeling tasks. |
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| A Comparison of Play Skill Acquisition Using Teacher-Created Video Models and Commercially Available Video Formats |
| GAIL D. PALECHKA (The Kolburne School), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: The purpose of the current study was to compare the rate of acquisition of play skills following the viewing of an instructor-created video model to the rate of acquisition of play skills following the viewing of a corresponding commercially available children’s video. The study included three children with autism who received educational and clinical services in a preschool setting. Each participant was exposed to one video of each type and the number of actions and vocalizations was measured. Two participants learned more rapidly using the instructor-created video format and the third participant showed no difference in rate of acquisition. Additionally, probe data were taken to further examine the participants’ attending to video and toys across the two video formats. Participants were found to attend less to the video and more to the toys as they mastered the video modeling script. |
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| Video Modeling and Matrix Training to Teach Pretend Play in Children With Autism |
| CORMAC MACMANUS (University of Ulster), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: Video modeling has been shown to result in rapid acquisition of scripted pretend play however the emergence of play variations has been limited. The purpose of the present study is to combine video modeling and matrix training, a generative instruction approach to teaching where skills are taught and others emerge without direct training, in order to teach children with autism to engage in long sequences of play and to generalize and recombine the scripts across previously unlearned combinations of figurines and objects in related toy play sets. Results of the first participant showed that after training on two of three video modeling scripts, the participant was able to recombine learned vocals and actions across previously unlearned combinations of materials. Probes after training on a the third video modeling script resulted in further recombinations of learned vocals and actions, and the emergence of novel play that was unseen in baseline sessions. |
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