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| International Paper Session - Video Modeling Applications |
| Sunday, May 25, 2008 |
| 10:30 AM–11:50 AM |
| PDR 4 |
| Area: AUT |
| Chair: Andrea M. Graves (Cleveland Clinic Center for Autism) |
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| The Effectiveness of Point-of-View Video Modeling for Teaching Food-Preparation Skills to Individual an with Autism Spectrum Disorder. |
| Domain: Applied Research |
| ANDREA M. GRAVES (Cleveland Clinic Center for Autism), Leslie V. Sinclair (Cleveland Clinic Center for Autism), Jaina Blackford (Cleveland Clinic Center for Autism), Travis Haycook (Cleveland Clinic Center for Autism) |
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| Abstract: This study examined the effectiveness of point-of-view video modeling in teaching selected food-preparation skills to an adolescent male diagnosed with autism spectrum disorder. The video model utilized consisted of video captured at eye level consisting of the model’s hands and environment, as would be seen in the first person modality referred to as point-of-view video modeling. An ABAB multiple baseline design across one participant evaluating two individual food-preparation skills was utilized to evaluate the duration of skill acquisition between the use of point-of-view video modeling versus direct instruction.
A total of 47 teaching sessions were conducted utilizing direct instruction over a period of 10 months requiring an average number of 9 prompts to complete the first food-preparation task. Criteria was not met with direct instruction and the program was placed on hold. After two months this task was reintroduced utilizing point-of-view video modeling. After 25 teaching sessions utilizing point-of-view video modeling, the student reached criteria for independent demonstration of the targeted skill. Study results indicated a 53.19% reduction in required instructional sessions and 40.92% decrease in required average prompts to achieve mastery. This paper session includes detailed description of study methodology and outcome data analysis. |
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| Effects of Generic Video Modeling on Hand Washing of Preschoolers with Autism. |
| Domain: Applied Research |
| HUI-TING WANG (University of Washington), Ilene S. Schwartz (University of Washington) |
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| Abstract: Video modeling is a teaching strategy used with children with autism to promote the acquisition of social skills, language, and adaptive skills. Previous studies provide evidence that children with autism learned a variety of skills from individualized videotapes. The present cross cultural study was designed to assess the effects of generic video modeling on hand washing by five preschoolers with autism, three in Taiwan and the other two in the United States. A multiple baseline design was conducted to generalize across persons and settings. It was found that generic video modeling is an effective strategy to teach some children with autism not only in the United States, but also in Taiwan. Although there were differences between the two countries, the outcome was similarly positive. In addition, five teachers returned the social validity questionnaires with positive feedback about the intervention procedure and outcome. Therefore, this study provides the evidence that generic video modeling is a cost-effective strategy to teach hand washing for preschoolers with ASD. It is recommended to replicate the study or validate the strategy in further study. |
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| Video Modeling: A Tool for Bridging Children's Overselective Attention? |
| Domain: Applied Research |
| LINDA K. HAYMES (Private Behavior Consultant) |
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| Abstract: Numerous studies have demonstrated the effectiveness of video modeling to teach skills to people with autism. One thing the published studies have in common is that all of the subjects have had verbal skills. One factor that has been cited as a reason for the efficacy of video modeling is the tendency of the children to echo the content of the videos. The purpose of this study was to determine if video modeling could be effective with children that demonstrate stimulus overselectivity to the visual field. Importantly, all of the subjects were non-verbal and demonstrated limited or no attention to auditory instructions. We tested to see if (1) children would acquire the auditory tasks, and (2) if they were then able to attend to and master tasks that required both visual and auditory attention. Two of the four participants acquired both the visual and auditory tasks in less than six video modeling sessions. These students demonstrated that video modeling treatment for them bridged the gap of their overselectivity. They were able to attend to auditory stimuli and respond to tasks requiring both visual and auditory discriminations. The differences between the successful and non-successful students will be discussed. |
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