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Macmillan CM, Pecora LA, Ridgway K, Hooley M, Thomson M, Dymond S, Donaldson E, Mesibov GB, Stokes MA. An Evaluation of Education-Based Interventions for Students with Autism Spectrum Disorders Without Intellectual Disability: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00289-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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2
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Bassette L, Titus‐Dieringer S, Zoder‐Martell K, Cremeans M. The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22414] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Laura Bassette
- Department of Special Education, Teachers College Ball State University Muncie Indiana USA
| | | | - Kim Zoder‐Martell
- Department of Special Education, Teachers College Ball State University Muncie Indiana USA
| | - McKenzie Cremeans
- Department of Psychiatry Indiana University School of Medicine Indianapolis Indiana USA
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3
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Abstract
Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction.
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Ala’i-Rosales S, Cihon JH, Currier TDR, Ferguson JL, Leaf JB, Leaf R, McEachin J, Weinkauf SM. The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis. Behav Anal Pract 2019; 12:222-234. [PMID: 30918789 PMCID: PMC6411551 DOI: 10.1007/s40617-018-00291-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
Abstract
Current practice guidelines suggest that the assessment and treatment of challenging behavior should consist of conducting a functional behavior assessment following the onset of problem behavior. This assessment process can include indirect and direct assessment, as well as manipulation of variables to determine function. The purpose of this article is to outline a proposal that would add prevention practices to early intervention guidelines for problem behavior. Based on decades of research, the suggestion is to proactively teach children at risk for problem behavior to navigate four of the most common conditions that have been demonstrated to occasion problem behavior. Prevention is made a possibility because a large body of research examining the conditions under which challenging behavior occurs has been reliably replicated. Preventative approaches are an emerging phenomenon and reflect a progression in the practice of behavior analysis. Prevention may lead to acquisition of prosocial behavior before problems arise, to expedited and enhanced treatment, to increased access to favorable learning environments, and, we hope, to improvement in the quality of life for many children at risk for the development of problem behavior.
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Affiliation(s)
- Shahla Ala’i-Rosales
- Department of Behavior Analysis, The University of North Texas, 1155 Union Circle, Box 310919, Denton, TX 76203 USA
| | - Joseph H. Cihon
- Autism Partnership Foundation, BCBA, 200 Marina Drive, Seal Beach, CA 90740 USA
- The Institute for Behavioral Studies, Endicott College, Beverly, MA USA
| | | | - Julia L. Ferguson
- Autism Partnership Foundation, BCBA, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Justin B. Leaf
- Autism Partnership Foundation, BCBA, 200 Marina Drive, Seal Beach, CA 90740 USA
- The Institute for Behavioral Studies, Endicott College, Beverly, MA USA
| | - Ron Leaf
- Autism Partnership, Seal Beach, CA USA
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5
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Lee GT, Feng H, Xu S, Jin SJ. Increasing "Object-Substitution" Symbolic Play in Young Children With Autism Spectrum Disorders. Behav Modif 2017; 43:82-114. [PMID: 29090595 DOI: 10.1177/0145445517739276] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Children with autism spectrum disorders (ASD) may not develop symbolic play skills, so such skills need to be taught specifically. We report an experiment regarding a procedure targeting "object-substitution" symbolic play skills. The "object-substitution" symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6 years) with ASD. All children had verbal communication and demonstrated functional play and generalized imitation, but no symbolic play skills prior to the study. The instruction consisted of intraverbal training, picture prompts, and modeling of play actions. All children demonstrated object-substitution symbolic play skills after the instruction. The occurrences of response generalization were also discussed.
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Affiliation(s)
| | - Hua Feng
- 2 National Changhua University of Education, Taiwan
| | - Sheng Xu
- 1 Chongqing Normal University, China
| | - Shao-Ju Jin
- 3 Sichuan University of Arts and Science, China
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6
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Edwards CK, Landa RK, Frampton SE, Shillingsburg MA. Increasing Functional Leisure Engagement for Children With Autism Using Backward Chaining. Behav Modif 2017; 42:9-33. [DOI: 10.1177/0145445517699929] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Research with individuals with disabilities has demonstrated the utility of intervention approaches to address toy play, also referred to as functional leisure engagement (FLE). Examples include prompting FLE, blocking stereotypy, and differentially reinforcing appropriate FLE with social or automatic (i.e., access to stereotypy) reinforcers. Backward chaining has yet to be evaluated, but may be useful for establishing more complex FLE. The current study employed a treatment package consisting of these components with three school-aged children with autism in a therapeutic classroom. Effects were evaluated during pretest and posttest sessions, which consisted of free access to toys in a novel setting. The percentage of session with FLE was evaluated using a multiple probe design across participants. Results showed all participants demonstrated an increase in FLE and two participants showed decreased stereotypy. Feasibility for classroom implementation is discussed.
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Affiliation(s)
| | - Robin K. Landa
- Marcus Autism Center, Atlanta, GA, USA
- Western New England University, Springfield, MA, USA
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7
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Bagaiolo LF, Mari JDJ, Bordini D, Ribeiro TC, Martone MCC, Caetano SC, Brunoni D, Brentani H, Paula CS. Procedures and compliance of a video modeling applied behavior analysis intervention for Brazilian parents of children with autism spectrum disorders. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 21:603-610. [PMID: 28366047 DOI: 10.1177/1362361316677718] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Video modeling using applied behavior analysis techniques is one of the most promising and cost-effective ways to improve social skills for parents with autism spectrum disorder children. The main objectives were: (1) To elaborate/describe videos to improve eye contact and joint attention, and to decrease disruptive behaviors of autism spectrum disorder children, (2) to describe a low-cost parental training intervention, and (3) to assess participant's compliance. This is a descriptive study of a clinical trial for autism spectrum disorder children. The parental training intervention was delivered over 22 weeks based on video modeling. Parents with at least 8 years of schooling with an autism spectrum disorder child between 3 and 6 years old with an IQ lower than 70 were invited to participate. A total of 67 parents fulfilled the study criteria and were randomized into two groups: 34 as the intervention and 33 as controls. In all, 14 videos were recorded covering management of disruptive behaviors, prompting hierarchy, preference assessment, and acquisition of better eye contact and joint attention. Compliance varied as follows: good 32.4%, reasonable 38.2%, low 5.9%, and 23.5% with no compliance. Video modeling parental training seems a promising, feasible, and low-cost way to deliver care for children with autism spectrum disorder, particularly for populations with scarce treatment resources.
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Affiliation(s)
- Leila F Bagaiolo
- 1 Federal University of São Paulo (UNIFESP), Brazil.,2 Behavioural Intervention Group, Brazil
| | | | | | | | | | | | | | | | - Cristiane S Paula
- 1 Federal University of São Paulo (UNIFESP), Brazil.,5 Mackenzie Presbyterian University, Brazil
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8
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Leaf JA, Leaf JB, Milne C, Townley-Cochran D, Oppenheim-Leaf ML, Cihon JH, Taubman M, McEachin J, Leaf R. The Effects of the Cool Versus Not Cool Procedure to Teach Social Game Play to Individuals Diagnosed with Autism Spectrum Disorder. Behav Anal Pract 2016; 9:34-49. [PMID: 27606237 PMCID: PMC4788648 DOI: 10.1007/s40617-016-0112-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
This study evaluated the utility of the cool versus not cool procedure for teaching three structured indoor games to eight children diagnosed with autism spectrum disorder (ASD). The study took place as part of a social skills group for individuals diagnosed with ASD, and this study was one component of that group. The cool versus not cool procedure consisted of the teacher demonstrating each game the cool (i.e., appropriate) and not cool (i.e., inappropriate) way and having the participants provide a rationale as to why the demonstration was either cool or not cool. This was followed by giving the participants the opportunity to role-play the game in front of the group. The teachers utilized unprompted performance probes with no programmed reinforcement to create opportunities for the participants to display the targeted behavior (s). A multiple baseline design across behaviors and replicated across participants was utilized. The results indicated that seven of the eight participants mastered each of the games taught.
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Affiliation(s)
- Jeremy A. Leaf
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Justin B. Leaf
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Christine Milne
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | | | | | - Joseph H. Cihon
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Mitchell Taubman
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - John McEachin
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Ronald Leaf
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
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9
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The Efficacy of ABA for Individuals with Autism Across the Lifespan. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2016. [DOI: 10.1007/s40474-016-0070-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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10
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McDowell LS, Gutierrez A, Bennett KD. Analysis of Live Modeling Plus Prompting and Video Modeling for Teaching Imitation to Children with Autism. BEHAVIORAL INTERVENTIONS 2015. [DOI: 10.1002/bin.1419] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Logan S. McDowell
- Department of Psychology; Florida International University; Miami FL 33199 USA
| | - Anibal Gutierrez
- Department of Psychology; Florida International University; Miami FL 33199 USA
| | - Kyle D. Bennett
- Department of Teaching and Learning; Florida International University; Miami FL 33199 USA
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11
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Ghasemtabar SN, Hosseini M, Fayyaz I, Arab S, Naghashian H, Poudineh Z. Music therapy: An effective approach in improving social skills of children with autism. Adv Biomed Res 2015; 4:157. [PMID: 26380242 PMCID: PMC4550953 DOI: 10.4103/2277-9175.161584] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2014] [Accepted: 02/17/2015] [Indexed: 11/06/2022] Open
Abstract
Background: The existing methodological weakness in conducted researches concerning music therapy (MT) for children with autism led to ambiguity and confusion in this scope of studies. The aim of the present research is to identify the effectiveness of MT method in improving social skills of children with autism and its stability, as well. Materials and Methods: In the form of a clinical trial study with design of pretest/posttest/follow-up with control group, among the children with autism in community of Tehran city, on the basis of childhood autism rating scale, 27 children with mild to moderate autism were chosen and were divided into two groups of experiment (n = 13), and control (n = 14). Social skills’ level of both groups was measured and recorded with the help of social skills rating system scale. The children of the experiment group participated in MT programs of Orff–Schulwerk for 45 days in 12 sessions (two sessions of 1-h/week), whereas the control group received no intervention. The data were analyzed with Statistic Package For Social Science (SPSS) software t-test and analysis of covariance was used to compare groups. Results: In posttest, the results of covariance analysis showed a significant increase in social skills’ scores of the experiment group (P < 0.001). Also, results of the paired-sample t-test showed that the effectiveness of MT has been persistent up to the follow-up phase. Conclusions: The study showed that MT is an effective method with deep and consistent effects on improving social skills of children with autism.
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Affiliation(s)
| | | | - Irandokht Fayyaz
- Department of Education, Allameh Tabatabai University, Tehran, Iran
| | - Saeid Arab
- Department of General Psychology, Kharazmi University, Tehran, Iran
| | | | - Zahra Poudineh
- Department of Children Psychology, Islamic Azad University of Birjand, Birjand, Iran
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12
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MacManus C, MacDonald R, Ahearn WH. Teaching and Generalizing Pretend Play in Children with Autism Using Video Modeling and Matrix Training. BEHAVIORAL INTERVENTIONS 2015. [DOI: 10.1002/bin.1406] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Cormac MacManus
- University of Ulster; Coleraine Northern Ireland
- The New England Center for Children; Southborough MA USA
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13
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Chown N. Do Researchers Evaluate Psychosocial Interventions for Autism from the Perspective of the Three Dominant Cognitive Autism Theories? REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2015. [DOI: 10.1007/s40489-015-0049-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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14
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Rudy NA, Betz AM, Malone E, Henry JE, Chong IM. EFFECTS OF VIDEO MODELING ON TEACHING BIDS FOR JOINT ATTENTION TO CHILDREN WITH AUTISM. BEHAVIORAL INTERVENTIONS 2014. [DOI: 10.1002/bin.1398] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Nikki A. Rudy
- The Scott Center for Autism Treatment; Florida Institute of Technology; Melbourne FL 32901 USA
| | - Alison M. Betz
- The Scott Center for Autism Treatment; Florida Institute of Technology; Melbourne FL 32901 USA
| | - Evadne Malone
- The Scott Center for Autism Treatment; Florida Institute of Technology; Melbourne FL 32901 USA
| | - Justine E. Henry
- The Scott Center for Autism Treatment; Florida Institute of Technology; Melbourne FL 32901 USA
| | - Ivy M. Chong
- The Scott Center for Autism Treatment; Florida Institute of Technology; Melbourne FL 32901 USA
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Video Modeling Interventions to Improve Play Skills of Children with Autism Spectrum Disorders: A Systematic Literature Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2014. [DOI: 10.1007/s40489-014-0019-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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16
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Hume K, Wong C, Plavnick J, Schultz T. Use of Visual Supports with Young Children with Autism Spectrum Disorders. ACTA ACUST UNITED AC 2014. [DOI: 10.1007/978-1-4939-0401-3_15] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2023]
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17
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Miltenberger CA, Charlop MH. Increasing the Athletic Group Play of Children with Autism. J Autism Dev Disord 2013; 44:41-54. [DOI: 10.1007/s10803-013-1850-7] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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18
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Jung S, Sainato DM. Teaching play skills to young children with autism. JOURNAL OF INTELLECTUAL & DEVELOPMENTAL DISABILITY 2013; 38:74-90. [PMID: 23157647 DOI: 10.3109/13668250.2012.732220] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
BACKGROUND Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism. METHOD Empirical studies on teaching play skills to young children with autism published from 1990 to 2011 were located. These studies included single subject and group designs. RESULTS Twenty-six studies were reviewed. The majority of studies on teaching play skills used combined interventions. Children with autism improved their play skills, with direct intervention embedding their interests during play. Improvements in play skills increased positive social interactions and decreased inappropriate behaviour as collateral effects. CONCLUSIONS Further research is needed to develop more effective play skill interventions that assess the functional use of play and are implemented in the natural environment.
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Affiliation(s)
- Sunhwa Jung
- Otterbein University, Westerville, OH 43081, USA.
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Wilson KP. Incorporating Video Modeling Into a School-Based Intervention for Students With Autism Spectrum Disorders. Lang Speech Hear Serv Sch 2013; 44:105-17. [DOI: 10.1044/0161-1461(2012/11-0098)] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
Video modeling is an intervention strategy that has been shown to be effective in improving the social and communication skills of students with autism spectrum disorders, or ASDs. The purpose of this tutorial is to outline empirically supported, step-by-step instructions for the use of video modeling by school-based speech-language pathologists (SLPs) serving students with ASDs.
Method
This tutorial draws from the many reviews and meta-analyses of the video modeling literature that have been conducted over the past decade, presenting empirically supported considerations for school-based SLPs who are planning to incorporate video modeling into their service delivery for students with ASD. The 5 overarching procedural phases presented in this tutorial are (a) preparation, (b) recording of the video model, (c) implementation of the video modeling intervention, (d) monitoring of the student’s response to the intervention, and (e) planning of the next steps.
Conclusion
Video modeling is not only a promising intervention strategy for students with ASD, but it is also a practical and efficient tool that is well-suited to the school setting. This tutorial will facilitate school-based SLPs' incorporation of this empirically supported intervention into their existing strategies for intervention for students with ASD.
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Affiliation(s)
- Kaitlyn P. Wilson
- The University of North Carolina at Chapel Hill and Kennedy Krieger Institute, Center for Autism and Related Disorders, Baltimore, MD
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20
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Mason RA, Ganz JB, Parker RI, Burke MD, Camargo SP. Moderating factors of video-modeling with other as model: a meta-analysis of single-case studies. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:1076-1086. [PMID: 22502832 DOI: 10.1016/j.ridd.2012.01.016] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2012] [Accepted: 01/30/2012] [Indexed: 05/31/2023]
Abstract
Video modeling with other as model (VMO) is a more practical method for implementing video-based modeling techniques, such as video self-modeling, which requires significantly more editing. Despite this, identification of contextual factors such as participant characteristics and targeted outcomes that moderate the effectiveness of VMO has not previously been explored. The purpose of this study was to meta-analytically evaluate the evidence base of VMO with individuals with disabilities to determine if participant characteristics and targeted outcomes moderate the effectiveness of the intervention. Findings indicate that VMO is highly effective for participants with autism spectrum disorder (IRD=.83) and moderately effective for participants with developmental disabilities (IRD=.68). However, differential effects are indicated across levels of moderators for diagnoses and targeted outcomes. Implications for practice and future research are discussed.
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Affiliation(s)
- Rose A Mason
- Texas A&M University, Department of Educational Psychology, 4225 TAMU, College Station, TX 77843-4225, USA.
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Lang R, O'Reilly M, Sigafoos J, Lancioni GE, Machalicek W, Rispoli M, White P. Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy: a pilot study. J Appl Behav Anal 2010; 42:889-94. [PMID: 20514199 DOI: 10.1901/jaba.2009.42-889] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2008] [Accepted: 01/28/2009] [Indexed: 12/27/2022]
Abstract
An alternating treatments design compared one condition in which a child with autism was allowed to engage in stereotypy freely prior to the intervention (abolishing operation component) to a second condition without the free-access period. Levels of stereotypy and problem behavior were lower and levels of functional play were higher in the condition with the abolishing operation component. These data provide preliminary support for the use of abolishing operations in interventions to increase the play skills of children with autism.
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Affiliation(s)
- Russell Lang
- Meadows Center for Preventing Educational Risk, University of Texas at Austin, USA.
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22
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Kagohara DM. Is video-based instruction effective in the rehabilitation of children with autism spectrum disorders? Dev Neurorehabil 2010; 13:129-40. [PMID: 20222774 DOI: 10.3109/17518420903329281] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVE To review intervention studies on the use of video-based instruction for teaching adaptive behaviours to children with autism spectrum disorders (ASD). REVIEW PROCESS Electronic and hand searches were conducted to identify intervention studies that focus on using video-based instruction to teach adaptive behaviours to children with ASD. Studies that met the inclusion criteria were summarized in terms of: (a) participants, (b) setting, (c) model type, (d) target skills, (e) intervention type, (f) design and (g) outcomes. OUTCOMES Forty-four studies encompassing 49 experiments met the inclusion criteria. The studies targeted a range of adaptive behaviours and academic skills. Most studies reported positive results, but the certainty of evidence was not strong for all of the studies due to reliance on pre-experimental designs. CONCLUSION The results from this review support the use of video-based instruction in the rehabilitation of children with ASD.
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Affiliation(s)
- Debora M Kagohara
- School of Educational Psychology and Pedagogy, Victoria University of Wellington, Karori, Wellington, New Zealand.
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Lang R, O'Reilly M, Sigafoos J, Machalicek W, Rispoli M, Lancioni GE, Aguilar J, Fragale C. The Effects of an Abolishing Operation Intervention Component on Play Skills, Challenging Behavior, and Stereotypy. Behav Modif 2010; 34:267-89. [DOI: 10.1177/0145445510370713] [Citation(s) in RCA: 66] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The purpose of this study was to reduce stereotypy and challenging behavior during play skills instruction by adding an abolishing operation component (AOC) to the intervention strategy. An alternating treatments design compared one condition in which participants were allowed to engage in stereotypy freely before beginning the play skills intervention (AOC condition) to a second condition without this free access period (No AOC condition). Across 4 participants with autism spectrum disorders (ASD), levels of stereotypy and challenging behavior were lower and functional play was higher during play intervention sessions that followed the AOC. These data provided support for the inclusion of an AOC in interventions aimed at increasing the play skills of children with ASD who present with stereotypy.
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