1. VIDEO SELF-MODELING AS AN INTERVENTION STRATEGY FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS
Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video Self-Modeling as an Intervention Strategy for Individuals with Autism Spectrum Disorders. Psychology In The Schools, 49(1), 15-22.
The following study explains how video self-modeling as an intervention can increase language, communication, social skills, and functional skills in children with Autism. Video self-modeling is an evidence-based practice used with students diagnosed with Autism to increase appropriate responses and improve skills. Autism, also known as Autism Spectrum Disorder is a neurological disorder that impedes language development and social development.
…show more content…
The educator then edits the video recording to include only the teacher’s questions and the student’s appropriate responses. According to Gelbar et al. (2011), “a VSM videotape will include exemplars of positive targeted behaviors, including replacements for negative behaviors, with all errors, prompting, and other extraneous footage edited out” (p. 16). Finally, the edited video is shown to the student diagnosed with ASD multiple times. Subsequently, an increased number of correct responses is likely to occur and be maintained in students with ASD after multiple viewings of the edited video.
2. VIDEO SELF-MODELING IN CHILDREN WITH AUTISM: A PILOT STUDY VALIDATING PREREQUISITE SKILLS AND EXTENDING THE UTILIZATION OF VSM ACROSS SKILL SETS
Williamson, R. L., Casey, L. B., Robertson, J. S., & Buggey, T. (2013). Video Self-
Modeling in Children with Autism: A Pilot Study Validating Prerequisite Skills and Extending the Utilization of VSM across Skill Sets. Assistive Technology, 25(2),
…show more content…
Video self-modeling is an evidence based practice of viewing one’s self performing acceptable skills and responses. These videos are carefully edited to depict images of the student performing skills (they have not yet mastered) at mastery level. VSM has been shown to increase appropriate responding behaviors, increases social communication, and modify inappropriate behavior in children with
“The Contribution of Applied Behavior Analysis to the Education of People with Autism” Behav Modif., by Rosenwasser, B., and Axelrod S., published in 2001, summarized Oct 19, 2006
Early intervention is effective in treating autism spectrum disorder in many ways. One important way it has been proven effective by research is by increasing a child’s cognitive skills. When a child is first diagnosed with autism spectrum disorder, they will likely be diagnosed as having a cognitive delay. Research shows that early invention services, such as applied behavior analysis, occupational, and speech therapy has helped increase IQ scores in children with autism spectrum disorder. In one study, children who received up to twenty hours a week of early intervention services had an average rise in IQ points of 17.6 (Solis, 2010). This increase in cognitive skills benefited children in the classroom setting. After receiving extensive early intervention treatment, children typically performed better on standardized testing. With an increase in cognitive skills and better achievement on standardized testing, children were able to be placed in less restrictive classroom settings (Smith, 199...
Tackett, J. L., Lahey, B. B., van Hulle, C., Waldman, I., Krueger, R. F., & Rathouz, P. J. (2013).
The video begins by introducing a revolutionary new possibility in the understanding of what autism is and how to approach those persons afflicted. Through a technique called "facilitated language" many autistic children were seemingly freed from the inability to communicate. Many were able to "speak" freely through a letter keypad with the help of a facilitator or guide. There are stories upon stories of success - of students, teachers, families, etc.
Children with autism have multiple characteristic impairments in their social interaction skills. This results from the lack of “Theory of Mind” in autistic individuals. Autistic children have difficulty interpreting what another person may be thinking or feeling. Social impairments may cause the child to act inappropriately in social interactions and prevent the children from truly taking part in interactions. The children have difficulty recognizing social cues and responding to cues. Autistic children have a hard time forming relationships as a result of these impairments. Social stories, Applied Behavior Analysis, and Pivotal Response Training are three therapy techniques that help children with autism learn appropriate social behavior. Social stories allow the children to practice the situation in a lower stress environment. Applied Behavior Analysis utilizes positive reinforce to teach desired skills. Pivotal Response Training allows the child to learn social skills while in a natural play environment. Learning social skills through these techniques enable the children to have more meaningful relationships and engage more in their community.
Murray, S. 2010. Autism Functions/ The function of Autism, in Disability Studies Quarterly, Vol 30, No 1, 2010. The Society for Disability Studies.
Snell, M. E. (2003). Autism, Education of Individuals with. In J. W. Guthrie (Ed.), Encyclopedia of Education (2nd ed., Vol. 1, pp. 161-162). New York: Macmillan Reference USA.
Pennington, Robert C., Melinda Jones Ault, John W. Schuster, Ann Sanders. “Using Simultaneous Prompting and Computer-Assisted Instruction to Teach Story Writing to Students with Autism.” Assistive Technology Outcomes and Benefits 7.1 (2010):24-38. ProQuest. Web. 24 Oct. 2013.
...ed instruction to teach use of speech-generating devices to students with autism in social game routines. Augmentative and Alternative Communication, 27(1), 26-39. doi: 10.3109/07434618.2010.546810
Robins, B., Dautenhahn, K., Boekhorst, R., & Billard, A. (2005). Robotic Assistants in Therapy and Education of Children With Autism: Can a Small Humanoid Robot Help Encourage Social Interaction Skills?. Universal Access In The Information Society, 4(2), 105-120.
Dempsey, I. & Foreman, P. ( 2001). A Review of Educational Approaches for Individuals with Autism. International Journal of Disability, Development and Education, 48 (1), 105-116.
The short article “ How Robots Could Improve Social Skills In Kids With Autism” explains that kids with disabilities find robots more approachable them humans, making learning clearer. the article states, “The researchers believe robots can trigger social responses in autistic children more effectively than people can. Plus, toys are often more approachable than people for children with autism spectrum disorder.” Autistic kids and children with similar disorders are finding it easier to deal with everyday learning and are continually progressing in their
Children with autism spectrum disorder (ASD) often require systematic and intensive interventions in order to develop appropriate social and academic behaviors. One intervention that has been used with some success on improving a variety of behaviors is video modeling (Acar & Diken, 2012; Wang, Cui, & Parrila, 2011; Wilson, 2013). Video modeling involves the process of creating a video of a person or persons exhibiting a desired behavior and subsequently showing the video in a planned, systematic manner to the individual in need of intervention with the intent to measure imitation of the desired behavior by the viewer (McCoy & Hermansen, 2007). This intervention has
In the peer-reviewed journal article, Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder, Corbett, et al, argue that theatre based interventions are effective in social competence with children with Autism Spectrum Disorder and as stated in Reliability and
Rahman, M. F. (2011, 8 4). Speech development of autistic children by interactive computer games. Interactive Technology and Smart Education, pp. 208-223.