Video Self-Modeling Interventions for Students With Autism Spectrum Disorder

Schaeffer, Kathleen M.; Hamilton, Kendra A.; Johnson, Wendi L.

doi:10.1177/1053451216630281

Cited by 10 publications

(3 citation statements)

References 21 publications

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“…In looking at emerging literacy in particular, it is also likely that many of the evidence-based visual strategies used with hearing children with ASD for communication, behavior, and social development such as picture symbol systems [97,109], picture schedule systems [111][112][113], social stories [114][115][116], and video modeling [92,117,118] might have the concomitant effect of helping children with DHH-ASD along the path to literacy as they promote attention to pictures, tracking print and pictures from left to right, and story comprehension. However, the take-away point in this section is that an evidence-base is needed in order to teach effectively teach literacy and emergent literacy skills to children who are DHH-ASD.…”

Section: Literacy Developmentmentioning

confidence: 99%

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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Students who are Deaf with Disabilities (DWD) comprise an extremely heterogeneous population. Similar to students who are d/Deaf or hard of hearing (DHH), students who are DWD vary in terms of degree, type, and age at onset of hearing loss, amplification, and preferred communication method. However, students who are DWD are also diverse in terms of type, etiology, and number and severity of disability(ies). Presented in this article is an overview of DWD followed by foci on Deaf with learning disabilities, Deaf with intellectual disabilities, Deaf with autism spectrum disorder, and deafblindness. Particular attention is given to communication, language, and literacy development.

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Section: Literacy Developmentmentioning

confidence: 99%

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Nelson

Bruce

2019

Education Sciences

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“…The concept of observational learning, or modelling, was introduced by Albert Bandura in the 1970s. In education, VSM has come to be recognized as a form of rapid learning and skill acquisition in a broad range of social, behavioural and academic contexts (Buggey and Ogle, ; Dowrick, ; Young‐Pelton and Bushman, ; Schaeffer et al ., ; Regan and Howe, ). Dowrick () highlighted the case of ‘Shirley’, who experienced significant improvement in her ability to walk after six viewings of a two‐minute VSM, whereas six months of twice‐weekly physiotherapy and occupational therapy had produced no change.…”

Section: Video Self‐modelling (Vsm)mentioning

confidence: 99%

Using video modelling to teach expected behaviours to primary students

Naylor¹,

Spence²,

Poed³

2019

Support for Learning

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Video Self-Modelling (VSM) and Video Peer-Modelling (VPM) have proved effective when teaching pro-social behaviours to students with disability, individually and during whole-class instruction. In Victoria, Australia, this has been achieved in specialist schools using a television programme known as meTV. This study examined the application of both the meTV model and video modelling when teaching expected behaviours in mainstream schools implementing Positive Behavioural Interventions and Supports (PBIS). The trial found that, after minimal viewings, the use of VSM and VPM, as well as the meTV model, were effective interventions for teaching pro-social skills for all students.Key words: active matrix, positive behavioural interventions and supports, teaching prosocial skills, video peer-modelling, video selfmodelling.

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“…The student watches a video of him or herself engaging in a target behavior that is not part of his or her current repertoire of behavior with the use of identified supports that enable the student to complete the target behavior. When making the final video model for the student, the supports are edited out to provide the student with a precise self-model of the desired behavior (Mason et al, 2016;Schaeffer et al, 2016).…”

Section: Mr Davidson Plans Instruction For Accessing Point-of-view Vi...mentioning

confidence: 99%

Teaching Students With Autism Spectrum Disorder and Intellectual Disability to Independently Access and Use Point-Of-View Video Models for Virtual Instruction

Cottrell,

Smith,

Classen

2023

J Spec Educ Technol

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Online instructional delivery has always been viewed as beneficial due to its flexibility in settings and times, but the Covid-19 pandemic produced an essential need for the ability to engage in learning without direct contact with others. For students with Autism Spectrum Disorder and Intellectual Disability (ASD and ID) who have extensive support needs, developing the skills required to engage with online content is critical for utilizing and interacting with distance learning platforms and resources. Using a visual task analysis, least-to-most prompting, and reinforcement, students with ASD and ID can be taught to use technological devices for virtual instruction without adult support. By teaching students to access and use point-of-view video modeling for online instructional delivery, teachers can facilitate skills their students need to access evidence-based practices and meet diverse learning goals and objectives.

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Video Self-Modeling Interventions for Students With Autism Spectrum Disorder

Cited by 10 publications

References 21 publications

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Children Who Are Deaf/Hard of Hearing with Disabilities: Paths to Language and Literacy

Using video modelling to teach expected behaviours to primary students

Teaching Students With Autism Spectrum Disorder and Intellectual Disability to Independently Access and Use Point-Of-View Video Models for Virtual Instruction

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