Effects of Videotape Instructional Package on Purchasing Skills of Children with Autism

Abstract

This study evaluated the effects of a videotape instructional package (i.e., viewing videotapes, on-site prompting, and reinforcement) on the acquisition and generalization of children's grocery-purchasing skills in community settings. A multiple-baseline design across settings and within three children with autism was implemented to evaluate the training program. Acquisition of the skills taught was rapid and transferred to other settings. After training in two stores, all students increased their level of performance in the third store. Results show that the use of a videotape instructional package is an effective training tool to teach community survival skills.

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

“…Undoubtedly, the usefulness and practicality of video modeling in such settings has to be addressed in future studies. Towards that direction, a few studies have produced preliminary evidence that interventions based on the use of videos could be effective in teaching purchasing shills in children with autism across community settings (Alcantara, 1994;Haring, Breen, Weiner, Kennedy, & Bednersh, 1995;Haring, Kennedy, Adams, & PittsConway, 1987). Nevertheless, the methods developed in these experiments have clarified and determined either the necessary components of a video clip or the appropriate training history in children with autism that would enable video modeling procedures in teaching environments.…”

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

“…Many studies demonstrate effective use of video modeling to teach different skills to individuals of varying ages with ASD: initiating social communication (Nikopoulas & Keenan, 2003, 2004; making requests (Wert & Neisworth, 2003); using verbal expressions, intonation, gestures, and facial expression during social interactions (Charlop, Dennis, Carpenter, & Greenberg, 2010); naming emotional facial expressions (Akmanoğlu, 2015); imitation skills (Cardon, 2012;Tereshko, McDonald, & Ahearn, 2010); play skills (D'Ateno, Mangipanello, & Taylor, 2003;MacDonald, Clark, Garrigan, & Vangala, 2005); toilet skills (Keen, Brannigan, & Cuskelley, 2007), dental and facial hygiene (Charlop-Christy, Le, & Freeman, 2000); posting letters, setting up the table, caring for pets, squeezing oranges (Shipley-Benamou, Lutzker, & Taubman, 2002); and shopping at the supermarket (Alcantara, 1994;Haring, Kennedy, Adams, & Pitts-Conway, 1987). In addition, several literature reviews have been published, systematically examining the results of numerous experimental studies, and demonstrate that video modeling can be used to teach communication skills, social skills, play skills, joint attention, cognitive skills, school preparation skills, academic skills, motor skills, adaptation skills, and professional skills to individuals with ASD (Acar & Diken, 2012;Bellini & Akullian, 2007;McCoy & Hermansen, 2007;ShuklaMehta, Miller, & Callahan, 2010;Wong et al, 2013Wong et al, , 2015.…”

Effects of Video Modelling on Training and Generalisation of Social Initiation and Reciprocal Play by Children With Autism

“…That is, the nature of a structured testing procedure might assist the children with autism to exhibit the imitative responses while distractions were minimised (McDonough, Stahmer, Schreibman, & Thompson, 1997). Likewise, Alcantara (1994) proposed that the use of videotape instructions may provide a sufficient training for This article is a version after peer-review, with revisions having been made (i.e., pre-publication version). In terms of appearance only this might not be the same as the published article.…”