Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

Kabashi, Lema; Epstein, Ann

doi:10.5901/jesr.2017.v7n2p111

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…Some researchers have specifically evaluated the use of video feedback, a specific type of video modeling which involves reviewing both positive and negative self-performances via systematic video review. These methods have yielded promising improvements when used to target social initiations and other social communication skills in children with ASD (Kabashi & Epstein, 2017;Maione & Mirenda, 2006). In adults with ASD, video feedback has been used successfully to target empathy (L. K. , vocational skills (English et al, 2017), and reductions in negative statements (L. K. .…”

mentioning

confidence: 99%

Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention

Detar

Vernon

2020

Focus Autism Other Dev Disabl

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Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD.

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confidence: 99%

Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention

Detar

Vernon

2020

Focus Autism Other Dev Disabl

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“…Video self-modeling with video feedback: Video-based instruction (VBI) is an evidence-based practice that involves a child watching video footage of positive examples of adults, siblings, or peers engaging in the behavior that is being taught [44]. Video self-modeling, on the other hand, is a VBI strategy that consists of children watching themselves performing the targeted behavior(s) [45]. In general, Tony showed high interest in watching videos and pictures of others, but by the middle of the school year, he was extremely interested in watching himself in videos.…”

Section: Strategies That Facilitate Social Skillsmentioning

confidence: 99%

Educating a Child with Down Syndrome in an Inclusive Kindergarten Classroom

Kabashi¹,

Kaczmarek²

2019

J Child Dev Disord

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This case study describes the journey of a kindergartner with Down Syndrome in an inclusive classroom. Characteristics of the participant are discussed in comparison to characteristics of children with Down Syndrome and the impact of those characteristics for the child's overall development. Various strategies that were effectively used to facilitate the child's participation, transitioning, academics, and social skills are addressed. The child's improvements in various areas of development as a result of inclusion in the kindergarten classroom are discussed. Finally, investigating the efficacy of inclusion for children with moderate to severe intellectual disabilities is recommended for further research.

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“…In regard to generalization of the skills, participants of two studies generalized social initiation skills across peers and settings (Wert & Neisworth, 2003;Kabashi & Epstein, 2017). Given that participants in Wert and Neisworth's study (2003) watched a video at home and they displayed target skills at the school, generalization effects across settings in addition to across people were reported.…”

mentioning

confidence: 99%

“…The majority of these explored social initiation skills by measuring physical and vocal initiations to peers (Bellini et Kabashi & Epstein, 2017). One study (Buggey, 2005), however, targeted unsolicited verbalizations to both peers and staff and another (Wert & Neisworth, 2003) investigated spontaneous requesting to adults.…”

mentioning

confidence: 99%

The Efficacy of a Video Self-Modeling Intervention on Peer Social Initiation Skills of Children with Autism Spectrum Disorders (ASD)

Kabashi

Kaczmarek²

2017

Eur. j. soc. sci. educ. res.

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Social initiation skills are considered among the most challenging skills to acquire by children with Autism Spectrum Disorder (ASD). Generalization of social initiations is another related challenging area. Research indicates that when provided with appropriate interventions, children with ASD may enhance social initiation skills and generalize them across settings, people, and materials. This study implemented a multiple probe single subject design across three children with ASD to examine whether a video self-modeling intervention is effective in establishing a mand repertoire and other types of peer social initiations. Generalization and maintenance effects were measured in addition to the social validity of the video self-modeling intervention. While video self-modeling led to substantial improvements in almost all of the target behaviors for one participant, additional strategies were implemented for two other participants. Discussion of findings, study limitations, and future recommendations are addressed as well.

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Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

Cited by 4 publications

References 23 publications

Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention

Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention

Educating a Child with Down Syndrome in an Inclusive Kindergarten Classroom

The Efficacy of a Video Self-Modeling Intervention on Peer Social Initiation Skills of Children with Autism Spectrum Disorders (ASD)

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