Effects of Video Modeling Alone and With Self-Management on Compliment-Giving Behaviors of Children with High-Functioning ASD

Apple, Allison Lowy; Billingsley, Felix F.; Schwartz, Ilene Sharon; Carr, Edward G.

doi:10.1177/10983007050070010401

Cited by 143 publications

(114 citation statements)

References 26 publications

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“…Also, results validate previous studies which have suggested VM as an effective technique in enhancing the social and functional skills of individuals with autism [34,48,49,81,82]. In the current study, VI appeared equally effective with in vivo modeling and SP, which was a surprising finding since it has been well reported that individuals with autism usually face difficulties when instructed verbally [15,83].…”

Section: Discussionsupporting

confidence: 74%

New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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IntroductionAutism is a lifelong neurodevelopmental disorder, which prevalence has shown a steady increase in the past four decades [1][2][3]. It has lifetime consequences with a range of impacts on the health, economic wellbeing, social integration and quality of life of individuals with the disorder and also on their families, healthcare professionals, teachers and potentially the rest of the society. Recent estimates have shown that families of children with autism, and in essence the entire healthcare system, face significant economic burden worldwide [4,5]. As a result of these compelling impacts, there have been consistent reports in the literature identifying the critical need for further research that aims to expand and improve the currently available interventions in an effort to address the individualized needs of this population [6][7][8].Since 1981, applied behavior analysis (ABA) has been regarded as the treatment of choice for individuals with autism [9]. All these years, a vast range of instructional tactics incorporating the principles of ABA have been developed, such as those known as visual supports (VS), which have shown very encouraging results in the treatment of individuals with autism [10][11][12]. This is because people with this condition have been reported to process visual information easier than auditory information [13][14][15]. In vivo modeling, static pictures (SP) and video modeling constitute the predominant VS methods for teaching individuals with autism complex or multiplex skills and task sequences.In vivo modeling involves the child observing a person model engaging in a targeted behavior live, and then imitating the behavior of the model [16]. In vivo modeling has been used to teach play skills [17]; social skills [18,19]; or contextually appropriate affective behavior [20,21]. Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].Video modeling involves an individual watching a videotaped demonstration and then imitating the behavior of the model [30,31], while the model can be a peer, a sibling, an adult, or even oneself [32,33]. The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use [65]; generalized imitation skills [66]; or transitional behaviors [67].A few studies have been conducted to compare the effectiveness of in vivo modeling, SP and VM instructional methods. For example, CharlopChristy et al. [16] compared the effectiveness of VM versus in vivo modeling for teaching developmental skills to children ...

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Section: Discussionsupporting

confidence: 74%

New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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“…Further, video modeling has been used to teach a variety of different skills including daily living skills (Shipley-Benamou, Lutzker, & Taubman, 2002), task analyses (Bellini & Akullian, 2007), social skills (Apple, Billingsley, & Schwartz, 2005;Maione & Mirenda, 2006), and vocational skills in young adults with ASD (Kellems & Morningstar, 2012). Teaching activities of daily living skills (ADLS) typically requires that the learner perform the behavior in the natural environment.…”

Section: Abstract Video Modeling Adls Autism Spectrum Disordermentioning

confidence: 99%

Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills

Aldi¹,

Crigler²,

Kates-McElrath

et al. 2016

Behav Analysis Practice

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Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling.• Point-of-view video models may be an effective intervention to teach daily living skills.• Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer).• The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.

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“…When students are able to manage their own behaviours they do not rely on external controls, such as teacher prompting so teachers spend most of their time for effective learning instead of behaviour management (Yücesoy-Özkan, 2007). Self-management interventions can be used to help students manage a variety of social and academic behaviours (Apple, Billingsley & Schwartz, 2005, Gureasko-Moore, DuPaul & White, 2007Koegel & Frea, 1993;Lannie & Martens, 2008;Newman & Hemmes, 1996;Pierce & Schreibman, 1994;Reinecke, Newman & Meinberg, 1999;Stahmer, & Schreibman, 1992). Self-management interventions also can be applied with students including emotional and behavioral disorders, autism, attention deficit/hyperactivity disorder, learning disability and intellectual disabilities (Mooney, Ryan, Uhing, Reid & Epstein, 2005;Reid, Trout, & Schartz, 2005;Lee, Simpson & Shogren, 2007).…”

Section: Gazi Universitymentioning

confidence: 99%