Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom

Wilson, Kaitlyn P.

doi:10.1007/s10803-012-1731-5

Cited by 50 publications

(55 citation statements)

References 34 publications

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“…These skills included receptive labels (Charlop et al 1983;Rehfeldt et al 2003), expressive labels (Coleman and Stedman 1974;Leaf et al 2013), voice volume (Coleman and Stedman 1974), play (Colozzi et al 2008;Tyron and Keane 1986), various discriminations (Egel et al 1981;Varni et al 1979), imitation (Ganz et al 2008), general knowledge skills (Ihrig and Wolchik 1988), conditioning preferences/ reinforcers (Leaf et al 2012;Singer-Dudek and Oblak 2013), job functions (Leaf et al 2013), inferences (Leaf et al 2013), sight words (Ledford et al 2008), monitoring response (Pereira-Delgado and Greer 2009; , reading (Rehfeldt et al 2003), picture to word/word to picture matching (Rehfeldt et al 2003), eating (Sira and Fryling 2012), food and drink prep (Tekin-Iftar and Birkan 2010), sign language (Venn et al 1996), spelling (Werts et al 1996), playing an audiotape (Werts et al 1996), using a calculator (Werts et al 1996), and social communication (Wilson 2013).…”

Section: Skill(s) Measuredmentioning

confidence: 99%

“…A majority of the studies, 16 (80 %), utilized peer models (Charlop et al 1983;Coleman and Stedman 1974;Colozzi et al 2008;Egel et al 1981;Ganz et al 2008;Leaf et al 2013;Ledford et al 2008;Pereira-Delgado and Greer 2009;Rehfeldt et al 2003;Singer-Dudek and Oblak 2013;Sira and Fryling 2012;Tekin-Iftar and Birkan 2010;Tyron and Keane 1986;Venn et al 1996;Werts et al 1996), while 3 studies utilized adult models (Leaf et al 2012;Varni et al 1979;Wilson 2013). One study utilized both adult and peer models in an effort to compare the effectiveness of the two different types of models (Ihrig and Wolchik 1988).…”

Section: Model and Formatmentioning

confidence: 99%

“…One study utilized both adult and peer models in an effort to compare the effectiveness of the two different types of models (Ihrig and Wolchik 1988). In addition, 14 of the 20 studies set up opportunities to learn through observation in a one-to-one teaching format (Charlop et al 1983;Coleman and Stedman 1974;Egel et al 1981;Ganz et al 2008;Ihrig and Wolchik 1988;Leaf et al 2012;Ledford et al 2008;Pereira-Delgado and Greer 2009;Rehfeldt et al 2003;Singer-Dudek and Oblak 2013;Sira and Fryling 2012;Tyron and Keane 1986;Varni et al 1979;Wilson 2013) versus six studies that instead used a group-teaching format (Colozzi et al 2008;Leaf et al 2013;Tekin-Iftar and Birkan 2010;Venn et al 1996;Werts et al 1996).…”

Section: Model and Formatmentioning

confidence: 99%

“…Out of the 20 articles, only 12 measured skill acquisition multiple times throughout baseline, intervention, and maintenance or generalization if applicable (Colozzi et al 2008;Egel et al 1981;Ganz et al 2008;Ihrig and Wolchik 1988;Leaf et al 2012;Ledford et al 2008;Pereira-Delgado and Greer 2009;Singer-Dudek and Oblak 2013;Tyron and Keane 1986;Werts et al 1996;Wilson 2013). Six studies determined progress utilizing only pre and post probes (Leaf et al 2013;Rehfeldt et al 2003;Sira and Fryling 2012;TekinIftar and Birkan 2010;Varni et al 1979;Venn et al 1996).…”

Section: How Observational Learning Targets Were Probedmentioning

confidence: 99%

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Observational Learning for Students Diagnosed with Autism: A Review Paper

Townley-Cochran

Leaf

Taubman

et al. 2015

Rev J Autism Dev Disord

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This review evaluated a total of 22 research papers on observational learning as it applies to individuals diagnosed with autism spectrum disorders. The researchers divided the papers into three domains. The first domain was comparing the observational learning behavior of individuals diagnosed with autism spectrum disorders to typically developing and non-typically developing individuals. The second domain was how observational learning was taught to individuals diagnosed with autism spectrum disorders. The third domain was the reported levels of observational learning as an ancillary measure. The results of this review have both implications for clinicians as well as future areas of research which should be investigated.Keywords Autism . Generalized imitation . Imitation . Observational learningResearch has indicated that humans are capable of learning simply by observing others come into contact with responsestimulus contingencies (Catania, 2007). According to Catania (2007), one must demonstrate a variety of prerequisite behaviors in order to successfully acquire skills through observation. These behaviors include, but are not limited to, generalized imitation, self-awareness, verbal behavior, and the ability to discriminate behavior (Catania, 2007). However, individuals with autism demonstrate delays across these prerequisite skill sets (Lovaas 2003), which could explain why individuals with autism may not learn through observation as readily as peers that are typically developing.The significance of observational learning for children who are typically developing has been widely investigated. In a seminal study on observational learning, Bandura et al. (1961) found that children who are typically developing imitated an adult model after observing the adult engage in a discrimination task. The children not only imitated the model's correct response, but the "extra" responses the model made while engaging in the correct response. For example, if the adult knocked over a doll in order to complete the task, the child knocked over the doll. If the adult set the doll on the ground in order to complete the task, the child set the doll on the ground. In a later study, Bandura, Ross, and Ross (1963) further evaluated observational learning by evaluating the behavior toward a bobo doll of children who are typically developing following an observational period of a peer's interaction with the same doll. In this study, the typically developing peer aggressed toward the doll; half of the children observed the model receive treats following the aggressive behavior toward the doll and the other half observed the model receive harassment from another peer following their aggressive behavior toward the doll. The results indicated that the children who observed the rewarding consequences were more likely to engage in aggressive behaviors than the children who observed the punitive consequences following the aggression. In a similar investigation, Bandura (1965) demonstrated that children not only had to observe th...

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Section: Skill(s) Measuredmentioning

confidence: 99%

Section: Model and Formatmentioning

confidence: 99%

Section: Model and Formatmentioning

confidence: 99%

Section: How Observational Learning Targets Were Probedmentioning

confidence: 99%

See 2 more Smart Citations

Observational Learning for Students Diagnosed with Autism: A Review Paper

Townley-Cochran

Leaf

Taubman

et al. 2015

Rev J Autism Dev Disord

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“…165], expressive labels [244], social skills [245,246], job functions [244], play [247,248], inference [244], reading [249], food and drink preparation [250], picture to word/word to picture matching [249], and sign language [251].…”

Section: Chapter 6 6 Small-group Instruction: Pedagogical Agent and Rmentioning

confidence: 99%

Psychophysiological analysis of a pedagogical agent and robotic peer for individuals with autism spectrum disorders.

Saadatzi¹

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A survey on state of the inter body radio communication channel: Performance and solutions

Mezher¹,

Alabbas

Ilyas

2022

Trans Emerging Tel Tech

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The development of in-vivo communications and networking systems has the potential for improving the healthcare delivery while also enabling the creation of new services and applications. In-vivo communications provide wireless networked cyber-physical systems of the embedded devices that enable accurate, quick, and cost-effective responses under a variety of circumstances. Also, it is focused upon modeling and characterizing in-vivo wireless channel, as well as contrasting it to other well-known channels. In this paper, channel coding is also mentioned because it improves data rates and performance gain. This work also discusses present problems and potential research topics for in-vivo communications. This article aims to show the researchers how the orthogonal frequency multiple access (OFDMA) technique improved the performance of in-vivo channel and how it is outperformed compared to the other techniques (TDM, TDMA, CDMA and OFDM) also how the OFDMA outperformed equalizers and channel coding in terms of bit error rate with giving a significant improvement of data transmitting and avoiding inter symbol interference. However, when it comes to the in-vivo communications, the modeling of in-vivo wireless channel is vital.Understanding the features of the in-vivo channel is critical for achieving optimal processing and designing successful procedures that allow WBANs to be arranged inside the human body.

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Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom

Cited by 50 publications

References 34 publications

Observational Learning for Students Diagnosed with Autism: A Review Paper

Observational Learning for Students Diagnosed with Autism: A Review Paper

Psychophysiological analysis of a pedagogical agent and robotic peer for individuals with autism spectrum disorders.

A survey on state of the inter body radio communication channel: Performance and solutions

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