Computer-Presented Video Models to Teach Generative Spelling to a Child with an Autism Spectrum Disorder

Abstract

We examined the use of computer video models and video rewards to teach generative spelling to a child with an autism spectrum disorder. In Phase 1, Ana viewed video models of her teacher writing target words. After Ana wrote the words correctly, she watched videos of play routines unique to each training word. Ana rapidly learned to spell three five-word sets based on pictures and dictation. In Phase 2, Ana learned to spell four novel words (e.g., lore and tock) that were based on the elements of five words learned in Phase 1 (e.g., tore and lock) and arranged into a teaching matrix of three beginning consonants and three word endings. In Phases 3 and 4, Ana learned to spell subsets of four three-by-three matrices, then immediately proved capable of spelling the remaining words in each matrix. Ana also succeeded on generalization and maintenance tests at home and school throughout the study. Generative spelling thus may be derived from a teaching package that (a) involves video models and rewards and (b) arranges opportunities for learning to recombine initial consonants and word endings. Ana's proficiency in spelling helped her acquire literacy skills commensurate with her general school placement.

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

“…Unlike activity schedules, however, video modeling did not require any initial instructions or specific training (e.g., graduated manual guidance); it did not demand prerequisite skills such as identification of picture versus background, matching identical objects or pictureobject correspondence skills; and also it did not require contingent reinforcement upon the successful imitations, rather an occasional delivery of a general praise or a small tangible reward would help children maintain general responding within the play context. Interestingly, recent efforts to combine the basic elements of these two procedures as a video-enhanced activity schedule have also been shown effective in teaching children with autism a variety of skills (e.g., Dauphin, Kinney, & Stromer, 2004;Kimball, Kinney, Taylor, & Stromer, 2003;Kinney et al, 2003). Yet, it could be argued that although video modeling may be appropriate in some settings, it would not be practical in community settings such as supported employment as opposed to activity schedules or script-fading procedures.…”

Computer-Assisted Interventions for Students with Autism Spectrum Disorders within School-Based Contexts: A Quantitative Meta-Analysis of Single-Subject Research

“…For example, CAI for students with ASD have been demonstrated to increase: (a) object labeling and vocabulary acquisition (e.g., Coleman-Martin et al 2005;Massaro and Bosseler 2006), (b) correct letter sequences and spelling (e.g., Kinney et al 2003;Scholosser and Blischak 2004), (c) reading skills (e.g., Mechling et al 2007), (d) appropriate classroom behaviors (e.g., Mechling et al 2006;Whalen et al 2006), and (e) social skills (e.g., Simpson et al 2004;Sansosti and Powell-Smith 2008). From the information available, it appears that computers can be harnessed to support a wide variety of skills to children with ASD.…”

Using Tablet Applications for Children With Autism to Increase Their Cognitive and Social Skills

“…Similarly, Kinney, Vedora, and Stromer (2003) taught one child with ASD to spell with video modeling, using a PowerPoint presentation (Dell Inspiron 3800 authored in Microsoft PowerPoint). Moreover, we report one study regarding learning written language, using video selfmodeling for three adolescents with Asperger's syndrome (Delano, 2007).…”