|Video Based Interventions: Clinical Uses, Differential Effects, and Analysis of Potential Prerequisite Skills
|Sunday, May 30, 2010
|10:30 AM–11:50 AM
|Area: AUT/EDC; Domain: Applied Behavior Analysis
|Chair: Christine Eichelberger (BEACON Services of Connecticut)
|Discussant: Joseph M. Vedora (BEACON Services)
|CE Instructor: Jeannie Golden, Ph.D.
|Abstract: There has been an increasing recognition of the utility of video based instructional procedures in the instruction of young children with autism spectrum disorder (ASD). However as Rayner, Denholm and Sigafoos, (2009) pointed out, many questions remain unanswered. Among these unanswered questions are “what kind of model and perspective should we use?” and “who would benefit from these procedures?” This symposium presents data that attempt to answer these critical questions. The issue of model aspects that may be associated with effective responding is addressed in the first presentation. The second study describes differences in language production outcomes seen when videos are presented from different perspectives. Specifically, increases in vocal production when the video is presented from Point of view rather than Scene perspectives. The final presentation is an initial effort to empirically identify skills associated with successful responding to VBI. Six skills were identified as potential pre-requisites skills that may differ in those who benefit from VBI versus those learners who do not make gains from VBI.
|The Use of Video-Based Intervention to Increase Food Acceptance
|STEFANIE ALLEN (BEACON Services)
|Abstract: A common concern in children with Pervasive Developmental Disorder is limited food intake, selective eating and or food refusal (Munk & Repp, 1994). There is limited published research to date on the use of video based interventions (VBI) to increase food acceptance in a home setting. The purpose of this study was to evaluate the use of VBI to increase food acceptance by one child in his home. A multiple-baseline design was used to evaluate the effects of a video based intervention on the acceptance of previously rejected (non-preferred) foods. The data indicate that the VBI was effective in increasing food acceptance with the participant in his home environment. The previously identified effectiveness of the model was a critical component of the intervention and will be reviewed for instructional implications. Additionally, follow-up data collected at three, four, five and six month intervals indicated that treatment gains were maintained despite removal of the intervention procedures.
|Scene Video Modeling Versus Point of View Video Modeling: A Direct Comparison
|ERIN MAGNINI (BEACON Services), Robert K. Ross (BEACON Services)
|Abstract: Video modeling involves videotaping an individual perform a target skill and then having the participant view the video and perform what was viewed. Research shows that video modeling may be more effective than in-vivo modeling for teaching a variety of skills. (Charlop-Christy, Le & Freeman, 2000). One form of video modeling, point of view video modeling (POV) , involves the experimenter carrying the video camera at eye level to show the participant how the skill is performed, as though they were completing the target skill. Another variation of video modeling is Scene Video Modeling (SVM), which involves videotaping the experimenter or other model completing a task from a distance which enables the entire condition to be observed. Little data exists comparing the relative effectiveness of the two procedures. In this study a play skill routine was videotaped using both VM formats. Subjects were assessed for baseline performances with the play materials and then shown one of the two versions of video modeling. Immediately after viewing the video; play routine performances were assessed. Data on the performances of approximately 20 students ages 3-5 and diagnosed with autism are presented.
|Identification of Potential Prerequisite Skills for Effective Learning From Video-Based Interventions
|ROBERT K. ROSS (BEACON Services)
|Abstract: Video based interventions (VBI) have been used to teach individuals with developmental disabilities and autism various tasks such as play (Hine & Wolery, 2006), self-help (Shipley-Benamou, Lutzker, Taubman, 2002) leisure (Stromer, Kimball, Kinney, & Taylor, 2006) and academics (Charlop & Milstein, 1989). An increasing number of researchers are conducting studies using a variety of forms of VBI. However, at this point in time there are no clear data on who is a good or a poor candidate for the use of VBI. In the current study, a pre-requisite skill analysis was conducted using data from subjects in presentation #2. Subjects were grouped as having made “gains” or having made “no gains” via VBI procedure. Then data from the Vineland Adaptive Behavior Scales (VABS) completed prior to study participation were evaluated to identify any correlation between scores on particular items and positive or negative responding to exposure to VBI. Six (6) items of the 143 items assessed were identified as being statistically significantly different between the Gain group and the No Gain group. These items will be specified and discussed in terms of implication and potential as pre-requisite skills to VBI.