|Teaching Children With Autism Spectrum Disorder a Variety of Skills Through the Use of Video Modeling
|Friday, May 27, 2016
|4:00 PM–7:00 PM
|Zurich C, Swissotel
|Area: AUT/DDA; Domain: Service Delivery
|CE Instructor: Christos Nikopoulos, Ph.D.
|CHRISTOS NIKOPOULOS (Autism Consultancy Services, London)
|Description: Over the last few decades, there has been a shift in emphasis from language-based instruction to more visual instructional supports as a catalyst for learning in individuals with multiple disabilities and autism spectrum disorder (ASD). This is due to extensive reports that individuals with ASD demonstrate enhanced performance on simple visual search tasks that require detecting a target set among distracters. Given the visual superiority of people with ASD, it is perhaps not surprising that the majority of current educational programs for these individuals frequently employ visual supports. Picture prompts, photographic activity schedules, visual schedules, or videos appear to be appropriate and particularly motivating for these individuals. The range of target behaviors and different methods by which video modeling has been successfully implemented to teach individuals with ASD ages 3 to 20 years, attests to its robustness as an approach for supporting appropriate behaviors in this population. This approach, which has been so favorable to researchers and therapists for a number of reasons, will be the focus of this workshop, wherein extensive and updated details and findings from the literature, as well as from the clinical and research practice of the instructor, will be provided to the audience.
|Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) identify the essential conceptual underpinnings of observational learning, which are critical for the formation of video modeling procedures; (2) name the salient features of video-modeling procedures as guided by findings from the literature (e.g., with what ages video modeling can be effective, what intervention goals can be addressed by the implementation of video modeling, in which settings video modeling can be effectively used, etc.); (3) describe different types of video modeling and the advantages and disadvantages of each type when targeting different performance areas in children with ASD (e.g., social skills, daily living skills, communication/language, play skills, joint attention, challenging behaviors); (4) demonstrate step-by-step different types of video modeling (e.g., video modeling, self-modeling, priming modeling, point-of-view modeling) could be designed and implemented; (5) design and analyze a video modeling intervention using selected case scenarios.
|Activities: Instructional strategies include: lecture, guided practice, video demonstrations of practice strategies, real-life case scenarios and examples, small group activities and exercises as well as group discussion.
|Audience: Graduate students and RBTs, Board Certified Behavior Analysts (BCBA), and Board Certified Assistant Behavior Analysts (BCaBA), psychologists as well as respective therapists and special educators working in a variety of applied and experimental settings as well as educational and social science settings who are interested in teaching a number of different skills to children/adolescents with ASD and other developmental disabilities.
|Content Area: Practice
|Instruction Level: Intermediate
|Keyword(s): Autism, Communication skills, Social skills, Video modeling