A Meta-Analysis of Video Modeling Interventions to Enhance Job Skills of Autistic Adolescents and Adults

Bross, Leslie Ann; Travers, Jason C.; Huffman, Jonathan M.; Davis, John L.; Mason, Rose A.

doi:10.1089/aut.2020.0038

Cited by 9 publications

(4 citation statements)

References 61 publications

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“…With limited information, it is hard to conclude that whether VBI has enduring impact on skill acquisition or contribute to students’ performance in competitive integrated employment settings. However, the following solutions may potentially support skill maintenance and generalization: improving students’ independence with self-management interventions (i.e., Barczak & Cannella-Malone, 2021); offering training to employees at competitive integrated employment settings (Bross, Travers, Huffman, Davis, & Mason, 2021); identifying authentic tasks in school settings (e.g., dishwashing in a school kitchen).…”

Section: Discussionmentioning

confidence: 99%

“…However, implications for practice were limited given that only three studies targeted job skill acquisition. Bross et al (2021) conducted a meta-analysis on the effectiveness of video modeling on job skill acquisition among adolescents and young adults with autism. They defined video modeling broadly to include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting.…”

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confidence: 99%

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Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities

Sun

Brock

2022

J Spec Educ Technol

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Individuals with intellectual and developmental disabilities (IDD) have a significantly lower employment rate than those without disabilities. One promising intervention for improving employment outcomes is video-based instruction. The purpose of this systematic review was to examine the application of video-based instruction (VBI) to teach employment skills to secondary students with IDD. Twenty-one studies included in this review provide strong evidence that VBI is an effective intervention to prepare secondary students with IDD for future employment, among which video prompting with error correction was the most frequently used intervention combination. However, the application of VBI was limited to a small number of occupations and contexts. Specifically, most studies were conducted in school settings and focused on technical skills related to performing repetitive tasks. We recommend that future research focus on the broader application of VBI to more diverse employment skills, with an emphasis on generalization to authentic employment settings.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities

Sun

Brock

2022

J Spec Educ Technol

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“…It has been noted that there are flaws in the baseline correct procedures separate from the measure of effect (Brossart et al, 2018; Pustejovsky, 2016). This approach to application follows methods in recently published meta-analyses (Bross et al, 2021; David et al, 2023). For this reason, the current analytic plan does not include baseline correction in the measure of effect.…”

Section: Methodsmentioning

confidence: 99%

The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis

Davis,

King,

Radley

et al. 2024

Journal of Positive Behavior Interventions

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The Mystery Motivator intervention has been shown to increase prosocial behavior among school-age children by capitalizing on the anticipation afforded by reward concealment or randomization. Although numerous evaluations have supported the effectiveness of the Mystery Motivator, the overall status of this intervention is still unknown. The purpose of the current meta-analysis was to quantify the effects of the Mystery Motivator for improving behavior outcomes in school-age children and determine if participant, setting, and intervention components moderate intervention effects. A systematic review of academic databases was conducted that yielded a total of 24 studies. These studies were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect for this intervention (Tau-U = .77 (CI95 [.73 to .80]). The results discussed and practical issues are considered for future research on the use of the Mystery Motivator to promote the academic and social-emotional development of children and adolescents.

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“…Imitation is applied in clinical settings in the form of video or in vivo modeling (e.g. [ 34 ], [ 35 ]).…”

Section: Operant Conditioningmentioning

confidence: 99%

From direct contingencies to derived relations: the ever-developing nature of theory and practice in behavior analysis

Pomorska,

Ostaszewski

2023

ppn

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Purpose To illustrate the processes of development within the behavioral theory and the corresponding expansion of the areas in which it is applied, especially the advancement (conceptual developments) of the functional analysis of language inspired by Relational Frame Theory (RFT) research. Views Classical and operant conditioning are well-established behavioral learning processes, discovered and described at the beginning of the twentieth century. They provide the tools for analyzing, establishing and modifying the functions of stimuli and responses of the organisms through manipulation of the environment. Although B. F. Skinner provided grounds for the functional analysis of complex behaviors such as language, it was not until the beginning of the twenty-first century that RFT was introduced. From this moment behavior analysts could use behavioral principles to explain how stimulus functions may change without direct learning. The practical application of the growing knowledge about Arbitrarily Applicable Relational Responding (AARR), a basic generalized operant described within RFT, allows us to analyze, explain and change behaviors that had hitherto been beyond the scope of behavioral therapy. The continued growth and development of behavior theory and practice holds the promise for an expansion of its application to new areas and populations in need. One such development is the functional analysis of verbal behavior e.g., relational frames, ROE (relating-orienting-evoking). Conclusions It seems useful to add advancements proposed by RFT to the behavioral toolbox with which we could effectively describe, explain and change behavior with precision, scope and depth.

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A Meta-Analysis of Video Modeling Interventions to Enhance Job Skills of Autistic Adolescents and Adults

Cited by 9 publications

References 61 publications

Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities

Systematic Review of Video-Based Instruction to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities

The Mystery Motivator Intervention for Challenging Behavior: A Meta-Analysis

From direct contingencies to derived relations: the ever-developing nature of theory and practice in behavior analysis

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