Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling

Buggey, Tom; Hoomes, Grace; Sherberger, Mary Elizabeth; Williams, Sharon

doi:10.1177/1088357609344430

Cited by 77 publications

(68 citation statements)

References 37 publications

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“…The number of independent mands remained high in all three sessions (M=16; range, [12][13][14][15][16][17][18][19][20][21]. He also greeted the peer at the start of each session.…”

Section: Lilymentioning

confidence: 99%

“…Video feedback consists of the participant watching non-edited videos of their own behavior and then co-reviewing it with the teacher to evaluate the behavior(s) and to discuss adjustments in future performance [11]. Video self-modeling has proven effective for spontaneous requesting of young children with autism to adults [12], vocal and physical initiations with typical peers in a playground setting [13] and social engagement [14] and social initiations with typical peers [15,16]. Evidence for video feedback has also been demonstrated to improve social initiations of children with autism.…”

Section: Introductionmentioning

confidence: 99%

“…Among the studies that used video self-modeling, one used Discrete Trial Training to teach acquisition of requests to participants before the start of the study [12]; others reported all or several participants who did not respond to the intervention [13,18] and none of the studies addressed mands to peers as target behaviors. Studies that used video feedback, on the other hand, added or combined other strategies in order to improve the social initiations of their participants, suggesting perhaps that video feedback is not powerful enough to elicit social initiations without the support of other strategies (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Kabashi¹,

Kaczmarek²

2017

Autism Open Access

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The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.

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“…The number of independent mands remained high in all three sessions (M=16; range, [12][13][14][15][16][17][18][19][20][21]. He also greeted the peer at the start of each session.…”

Section: Lilymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Kabashi¹,

Kaczmarek²

2017

Autism Open Access

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“…Children with autism who have functional speech have been found to demonstrate an understanding of wh-questions by 54 months [5]. Jones and Schwartz found that children with high functioning autism have difficulty requesting information to maintain a conversational topic.…”

Section: Introductionmentioning

confidence: 99%

Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum Disorder (ASD) Using Video-Based Instruction

Kabashi¹,

Epstein²

2017

J Child Dev Disord

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The aim of this study was to promote question-asking initiations of young children with Autism Spectrum Disorder (ASD). Participants in this study were two boys, a first grader and a kindergartner. A multiple baseline single subject study design explored the efficacy of video selfmodeling with video feedback delivered via iPads. New video vignettes of participants displaying the target behavior with peers were created and utilized throughout the implementation of the intervention. Results showed an increase in appropriate question-asking initiations with peers for both participants. One of the participants maintained the skills one month after the intervention was withdrawn. Social validity findings indicated positive results related to question-asking initiations as well as other social skills.

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“…The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use [65]; generalized imitation skills [66]; or transitional behaviors [67].…”

Section: Introductionmentioning

confidence: 99%

New Techniques in Interventions for Children with Autism Spectrum

Nikopoulos¹,

Manolitsis²

2016

Autism Open Access

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IntroductionAutism is a lifelong neurodevelopmental disorder, which prevalence has shown a steady increase in the past four decades [1][2][3]. It has lifetime consequences with a range of impacts on the health, economic wellbeing, social integration and quality of life of individuals with the disorder and also on their families, healthcare professionals, teachers and potentially the rest of the society. Recent estimates have shown that families of children with autism, and in essence the entire healthcare system, face significant economic burden worldwide [4,5]. As a result of these compelling impacts, there have been consistent reports in the literature identifying the critical need for further research that aims to expand and improve the currently available interventions in an effort to address the individualized needs of this population [6][7][8].Since 1981, applied behavior analysis (ABA) has been regarded as the treatment of choice for individuals with autism [9]. All these years, a vast range of instructional tactics incorporating the principles of ABA have been developed, such as those known as visual supports (VS), which have shown very encouraging results in the treatment of individuals with autism [10][11][12]. This is because people with this condition have been reported to process visual information easier than auditory information [13][14][15]. In vivo modeling, static pictures (SP) and video modeling constitute the predominant VS methods for teaching individuals with autism complex or multiplex skills and task sequences.In vivo modeling involves the child observing a person model engaging in a targeted behavior live, and then imitating the behavior of the model [16]. In vivo modeling has been used to teach play skills [17]; social skills [18,19]; or contextually appropriate affective behavior [20,21]. Static pictures visually depict the steps of the chained task analysis or the final product of the targeted task [22,23]. They have been used to enhance, for example, daily living skills [24]; community skills [25,26]; food preparation skills [27,28]; or vocational skills [29].Video modeling involves an individual watching a videotaped demonstration and then imitating the behavior of the model [30,31], while the model can be a peer, a sibling, an adult, or even oneself [32,33]. The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use [65]; generalized imitation skills [66]; or transitional behaviors [67].A few studies have been conducted to compare the effectiveness of in vivo modeling, SP and VM instructional methods. For example, CharlopChristy et al. [16] compared the effectiveness of VM versus in vivo modeling for teaching developmental skills to children ...

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Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling

Cited by 77 publications

References 37 publications

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum Disorder (ASD) Using Video-Based Instruction

New Techniques in Interventions for Children with Autism Spectrum

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