Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder

English, Derek Leo; Gounden, Sadhana; Dagher, Richard E.; Chan, Shu Fen; Furlonger, Brett; Anderson, Angelika; Moore, Dennis W.

doi:10.1080/17518423.2017.1282051

Cited by 38 publications

(20 citation statements)

References 33 publications

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“…The finding related to the main question of the study indicates that VM is effective in teaching seedling growing skills, which is a farming skill, to individuals with ID. When seedling growing skill is considered as a vocational skill, it is seen that the findings of the study are in line with the studies that evidence the effectiveness of VM in teaching vocational skills to individuals with ID (Bereznak, Ayres, Mechling, & Alexander, 2012;Collins, 2012;Değirmenci, 2010;English et al, 2017;Goh and Bambara, 2013;Van Laarhoven et al, 2007;Van Laarhoven et al, 2015). No study to date has examined the effectiveness of VM in teaching farming skills to individuals with disabilities.…”

Section: Discussionsupporting

confidence: 83%

Zihin Yetersizliği Olan Bireylere Tarım Becerilerinin Öğretiminde Video Modelle Öğretim Yönteminin Etkililiği

Ulugöl

Eratay

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu araştırma ile hafif düzeyde zihin yetersizliği (ZY) olan bireylerin tarım becerilerinden fide yetiştirme becerisini öğrenmelerinde video modelle öğretimin (VMÖ) etkililiği, öğrenilen becerinin kalıcılığı ve genellemesi incelenmiştir. Aynı zamanda katılımcıların öğretim süresince video aracılığıyla sunulan hedeflenmeyen bilgileri ne derecede kazandıkları ve özel eğitim öğretmenlerinin ve katılımcıların ailelerinin VMÖ kullanılarak sunulan öğretim sürecine ve hedeflenen becerilere ilişkin görüşleri değerlendirilmiştir. Araştırmada tek denekli araştırma yöntemlerinden denekler arası yoklama evreli çoklu yoklama modeli kullanılmıştır. Araştırmaya 18-22 yaş arasında ZY tanısı almış iki kız bir erkek birey katılmıştır. Araştırma bulguları; ZY olan bireylere fide yetiştirme becerisinin öğretiminde VMÖ'nün etkili olduğunu, katılımcıların video aracılığıyla sunulan hedeflenmeyen bilgi kazanım düzeyinde artış olduğunu ve araştırmanın sosyal olarak geçerli olduğunu göstermektedir. Anahtar sözcükler: Video modelle öğretim, mesleki beceriler, fide yetiştirme becerisi, zihin yetersizliği, hedeflenmeyen bilgi.

show abstract

Section: Discussionsupporting

confidence: 83%

Zihin Yetersizliği Olan Bireylere Tarım Becerilerinin Öğretiminde Video Modelle Öğretim Yönteminin Etkililiği

Ulugöl

Eratay

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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“…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. . Video feedback may also have potential for targeting the pivotal area of social initiations in adults.…”

mentioning

confidence: 99%

“…In adults with ASD, video feedback has been used successfully to target empathy (L. K. Koegel, Ashbaugh, et al, 2016), vocational skills (English et al, 2017), and reductions in negative statements (L. K. Koegel, Navab, et al, 2016).…”

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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“…Much of the employment VM literature has focused on job-related task acquisition (Seaman & Cannella-Malone, 2016). For example, VM was used to teach young adults with ASD tasks specific to the employment setting, such as cleaning a museum display case (Kellems & Morningstar, 2012) or planting flowers in a garden (English et al, 2017). Variations of VM have been used to teach clerical skills such as sorting mail (Alexander et al, 2013), making photocopies (Bereznak et al, 2012), and shredding paper (Goh & Bambara, 2013).…”

mentioning

confidence: 99%

Effects of Video Modeling for Young Adults With Autism in Community Employment Settings

Bross

Travers

Wills

et al. 2020

Career Development and Transition for Exceptional Individuals

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This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.

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Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder

Abstract: These findings suggest that VM with VFB and VP with VFB were effective and socially acceptable interventions for teaching vocational gardening skills to young adults with ASD.

Cited by 38 publications

References 33 publications

Zihin Yetersizliği Olan Bireylere Tarım Becerilerinin Öğretiminde Video Modelle Öğretim Yönteminin Etkililiği

Zihin Yetersizliği Olan Bireylere Tarım Becerilerinin Öğretiminde Video Modelle Öğretim Yönteminin Etkililiği

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

Effects of Video Modeling for Young Adults With Autism in Community Employment Settings

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