Generalized Effects of Video Modeling on Establishing Instructional Stimulus Control in Children With Autism

Nikopoulos, Christos K.; Canavan, C.; Nikopoulou-Smyrni, Panagiota

doi:10.1177/1098300708325263

Cited by 27 publications

(6 citation statements)

References 72 publications

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“…The value of providing visual supports may explain the improved performance of students given the visual preferences of students with ASD (Bellini and Akullian 2007). Further, providing instruction in a video-based format via hand-held electronic technology likely contributed to students' learning by exposing students to relevant information visually, reducing extra stimuli and making the instructional video clips from the first person perspective in a point-of-view video modeling intervention (Nikopoulos et al 2009;Allen et al 2010).…”

Section: Discussionmentioning

confidence: 97%

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

Yakubova

Hughes

Hornberger³

2015

J Autism Dev Disord

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The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.

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Section: Discussionmentioning

confidence: 97%

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

Yakubova

Hughes

Hornberger³

2015

J Autism Dev Disord

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“…VM is not a new assistive technology. There are many programs and applications for the use of VM, which are low cost and portable, allowing easy use at school, home, and in the community (Carnahan, Basham, Christman, & Hollingshead, 2012; Nikopoulos, Canavan, & Nikopoulou-Smymi, 2009; Shane et al, 2012). Studies by several researchers indicate the use of mobile VM increases intrinsic and extrinsic motivation, as well as achievement, while also enhancing student engagement (Ciampa, 2014; Lin, Fulford, Ho, Iyoda, & Ackerman, 2012; West, 2012).…”

Section: Video Modeling As Assistive Technologymentioning

confidence: 99%

Using Assistive Technology to Generate Social Skills Use for Students With Emotional Behavior Disorders

Murry

2018

Rural Special Education Quarterly

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Researchers have demonstrated the positive outcomes of using video self-modeling (VSM) with students with emotional behavior disorders (EBDs). VSM typically refers to teacher-created videos demonstrating desired skills or behaviors where the student is the video model performing the skill at a level higher than his or her typical display. The purpose of this article is to demonstrate the ease and effectiveness of a student-created VSM to generate social skills use in rural general education classrooms. Included are the steps three students with EBD used to produce VSM using an e-book application as an assistive technology to promote their performance of social skills in the general education environment. Suggestions are provided for school personnel who want to implement this assistive technology strategy in the general education setting.

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“…During all sessions, the tasks were delivered randomly and no specific consequences for behavior or additional instructions were established by the experimenter [76,77]. Three to four sessions were conducted each day, depending on each child's daily routine, each lasting approximately 5 min between each session there was about 2-4 min break when the child was free to engage in any activity he/she would like to within the room.…”

Section: Experimental Designmentioning

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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Generalized Effects of Video Modeling on Establishing Instructional Stimulus Control in Children With Autism

Cited by 27 publications

References 72 publications

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

Using Assistive Technology to Generate Social Skills Use for Students With Emotional Behavior Disorders

New Techniques in Interventions for Children with Autism Spectrum

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