The Comparative Effectiveness of Portable Video Modeling vs. Traditional Video Modeling Interventions with Children with Autism Spectrum Disorders

Miltenberger, Catherine A.; Charlop, Marjorie H.

doi:10.1007/s10882-014-9416-y

Cited by 30 publications

(27 citation statements)

References 30 publications

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“…Another major consideration relates to how students view videos. Traditionally, videos have been viewed on televisions or computers (Miltenberger & Charlop, 2015); however, researchers are beginning to investigate the effects of VM on smaller, more portable devices such as smartphones and tablets (Blood, Johnson, Ridenour, Simmons, & Crouch, 2011;Cihak, Fahrenkrog, Ayres, & Smith, 2010). Miltenberger and Charlop (2015) compared traditional and portable modes of viewing (i.e., TV versus iPad®) and found that smaller devices lead to slightly slower acquisition, but suggested that research in this area should be continued due to the potential benefits of using portable devices.…”

Section: Vm Implementationmentioning

confidence: 99%

“…One of the benefits of an adapted alternating treatments design is that different skills may be targeted, as opposed to a traditional alternating treatments design in which the same target skill is measured under different intervention conditions. However, due to unforeseen issues with students having increased ability levels with certain target skills, all students did not complete all of the same skills, which is typically (but not always) the case with adapted alternating treatment designs (Miltenberger & Charlop, 2015;Taber-Doughty et al, 2011). Ideally, all participants should have completed all of the same skills allowing for the equal distribution of VM+P&R, CVM+P&R, and P&R across the target skills.…”

Section: Limitationsmentioning

confidence: 99%

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The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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iii Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent (2015) showed that poor adaptive behavior in individuals with ASD was the strongest predictor of unemployment, social isolation, depression, and lower overall quality of life in adulthood. THE EFFECTS OF TWO VIDEO MODELING INTERVENTIONS ON THE INDEPENDENT LIVING SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITYFinally, Taylor and Mailick (2013) found that, over a 10-year period, the educational and vocational activities of individuals with ASD between the ages of 18 and 52 remained at a staggering halt or demonstrated a steady downward trend. More importantly, the authors found a strong correlation between poor independent living skills and a decline in participation of educational and vocational activities (Taylor & Mailick, 2013).Evidence emphasizes the fact that adaptive and independent living skills strongly predict independent living outcomes for adults with disabilities such as ASD and ID. Findings speak to the importance of addressing adaptive behavior and independent living skills in children and adolescents with ASD and ID to better prepare them for the unavoidable transition to adulthood. Improving independent living skills not only benefits individuals with disabilities but also their families.When it comes to best practices for instructing students with ASD and ID, the importance of using systematic instruction cannot be overstated. Systematic instruction is a set of evidence- 4 A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al., 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes ...

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Section: Vm Implementationmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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“…Existing studies have documented benefits of introducing videos via handheld devices for teaching individuals with DD (e.g., Burke et al, 2013). Second, there are mixed results in the literature regarding the effects of VP on small and large screens among individuals with DD Mechling & Ayres, 2012;Mechling & Youhouse, 2012;Miltenberger & Charlop, 2015). This study provided additional support for studies that showed the effectiveness of VP presented on large screens (e.g., Mechling & Ayres, 2012).…”

Section: Paper Two Extended Discussionsupporting

confidence: 51%

The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder

Aljehany¹

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“…For example, videos were used for supporting students' behavior (Mason et al 2013;) and for fostering their social skills (Hirsch et al 2019;Kennedy and Swain-Bradway 2012), even to the ones with multiple difficulties (Kanfush and Jaffe, 2019). The foundations of this instructional technique lie in the principles of observational learning (Miltenberger and Charlop 2015). The anticipated behaviors/skills (the ones that are modeled) are presented in a video clip, the child watches it, and then has the opportunity to practice them.…”

Section: Introductionmentioning

confidence: 99%

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

Fokides

Chronopoulou

Kaimara

2019

RPTEL

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The study presents the results of a comparative study in which videos and a 3D virtual environment were used for teaching school-related functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. The participating students (sixteen 8 to 9 years old) were divided into two groups. To the first, videos were used and the second used the virtual environment. To both, a school environment was presented, students observed how they were expected to behave, and had to demonstrate what they have learned. Each student attended a total of three two-hour sessions. Data were collected by means of observations. The results indicated that students in the second group significantly improved their functional skills in terms of the number of behaviors that were retained and manifested in the real school environment. Thus, it can be argued that virtual environments are a promising tool for teaching functional skills to students with ADHD or developmental dyslexia, displaying challenging behaviors. Implications for research and practice are also discussed.

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The Comparative Effectiveness of Portable Video Modeling vs. Traditional Video Modeling Interventions with Children with Autism Spectrum Disorders

Cited by 30 publications

References 30 publications

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

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