Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel A Preliminary Investigation into the Potential ...

volgende artikel Brief Report: Relationship Between Non-verbal I...

Tip

Swipe om te navigeren naar een ander artikel

01-01-2009 | Original Paper | Uitgave 1/2009

Engagement with Electronic Screen Media Among Students with Autism Spectrum Disorders

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 1/2009

Auteurs:: Beth A. Mineo, William Ziegler, Susan Gill, Donna Salkin

» Toegang tot de volledige tekst krijgen

Abstract

This study investigated the relative engagement potential of four types of electronic screen media (ESM): animated video, video of self, video of a familiar person engaged with an immersive virtual reality (VR) game, and immersion of self in the VR game. Forty-two students with autism, varying in age and expressive communication ability, were randomly assigned to the experimental conditions. Gaze duration and vocalization served as dependent measures of engagement. The results reveal differential responding across ESM, with some variation related to the engagement metric employed. Preferences for seeing themselves on the screen, as well as for viewing the VR scenarios, emerged from the data. While the study did not yield definitive data about the relative engagement potential of ESM alternatives, it does provide a foundation for future research, including guidance related to participant profiles, stimulus characteristics, and data coding challenges.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Alberto, P. A., Cihak, D. F., & Gama, R. I. (2005). Use of static picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities, 26, 327–339. doi: 10.1016/j.ridd.2004.11.002. PubMedCrossRef

Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33–46. doi: 10.1177/10983007050070010401. CrossRef

Beardon, L., Parsons, S., & Neale, H. (2001). An interdisciplinary approach to investigating the use of virtual reality environments for people with Asperger syndrome. Educational and Child Psychology, 18, 53–62.

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.

Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders, 31, 377–398. doi: 10.1023/A:1010660502130. PubMedCrossRef

Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20, 52–63. CrossRef

Charlop-Christy, M. J., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12–21. doi: 10.1177/10983007030050010101. CrossRef

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disability, 29, 3–15. doi: 10.1080/08927020410001662642. CrossRef

DeFanti, T. A., Sandin, D. J., & Cruz-Neira, C. (1993). A ‘room’ with a ‘view’. IEEE Spectrum, 30, 30–33, 39. doi: 10.1109/6.237582

Dowrick, P. W. (1999). A review of self-modeling and related interventions. Applied & Preventive Psychology, 8, 23–39. doi: 10.1016/S0962-1849(99)80009-2. CrossRef

Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35, 545–556. doi: 10.1007/s10803-005-0014-9. PubMedCrossRef

Grandin, T. (1996). Thinking in pictures and other reports from my life. New York: Vintage.

Harris, K., & Reid, D. (2005). The influence of virtual reality play on children’s motivation. Canadian Journal of Occupational Therapy, 72, 21–29.

Heiman, M., Nelson, K. E., Tjus, T., & Gilberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia program. Journal of Autism and Developmental Disorders, 25, 459–480. doi: 10.1007/BF02178294. CrossRef

Holden, M. (2005). Virtual environments for motor rehabilitation. Cyberpsychology & Behavior, 8, 187–211. Review. doi: 10.1089/cpb.2005.8.187

Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (2005). Controversial therapies for developmental disabilities: Fad, fashion and science in professional practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Joseph, R. M., Tager-Flusberg, H., & Lord, C. (2002). Cognitive profiles and social-communicative functioning in children with autism spectrum disorders. Journal of Child Psychology and Psychiatry and Allied Disciplines, 43, 801–821. doi: 10.1111/1469-7610.00092.

Kinney, E. M., Vedora, J., & Stromer, R. (2003). Computer-presented video models to teach generative spelling to a child with an autism spectrum disorder. Journal of Positive Behavior Interventions, 5, 22–29. doi: 10.1177/10983007030050010301. CrossRef

Kobayashi, R., Murata, T., & Youshinaga, K. (1992). A follow-up study of 201 children with autism in Kyushu and Yamaguchi areas, Japan. Journal of Autism and Developmental Disorders, 22, 395–411. doi: 10.1007/BF01048242. PubMedCrossRef

Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., et al. (2000). The Autism Diagnostic Observation Schedule–Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. doi: 10.1023/A:1005592401947. PubMedCrossRef

Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of the diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659–685. doi: 10.1007/BF02172145. PubMedCrossRef

MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20, 225–238. doi: 10.1002/bin.197. CrossRef

Mechling, L. C., Gast, D. L., & Cronin, B. A. (2006). The effects of presenting high-preference items, paired with choice, via computer-based video programming on task completion of students with autism. Focus on Autism and Other Developmental Disabilities, 21, 7–13. CrossRef

Nally, B., Houlton, B., & Ralph, S. (2000). The management of television and video by parents of children with autism. Autism, 4, 331–337. doi: 10.1177/1362361300004003008. CrossRef

National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Nikopoulous, C. K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37, 93–96. doi: 10.1901/jaba.2004.37-93. CrossRef

Ogletree, B. T., Fischer, M., & Sprouse, J. (1995). An innovative language treatment for a child with high-functioning autism. Focus on Autistic Behavior, 10, 1–10.

Parsons, S., Mitchell, P., & Leonard, A. (2005). Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? Autism, 9, 95–117. doi: 10.1177/1362361305049032. PubMedCrossRef

Pierce, K., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481. doi: 10.1901/jaba.1994.27-471. PubMedCrossRef

Polys, N. F., Brutzman, D., Steed, A., & Behr, J. (2008). Future standards for immersive VR. IEEE Computer Graphics and Applications, 28, 94–104. doi: 10.1109/MCG.2008.29. PubMedCrossRef

Quill, K. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697–714. doi: 10.1023/A:1025806900162. PubMedCrossRef

Rose, F. D., Brooks, B. M., & Rizzo, A. A. (2005). Virtual reality in brain damage rehabilitation. Cyberpsychology & Behavior, 8, 241–262. Review. doi: 10.1089/cpb.2005.8.241

Schreibman, L., Whalen, C., & Stahmer, A. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Management, 2, 3–11. doi: 10.1177/109830070000200102. CrossRef

Seltzer, M. M., Krauss, M. W., Shattuck, P. T., Orsmond, G., Swe, A., & Lord, C. (2003). The symptoms of autism spectrum disorders in adolescence and adulthood. Journal of Autism and Developmental Disabilities, 33, 565–581. doi: 10.1023/B:JADD.0000005995.02453.0b. CrossRef

Shane, H. C., & Albert, P. D. (2008). Electronic screen media for persons with Autism Spectrum Disorders: Results of a survey. Journal of Autism and Developmental Disorders, Published online February 22, 2008. doi: 10.1007/s10803-007-0527-5.

Shane, H. C., Sorce, J., Cordeiro, R. F., Duggan, M., & Weiss-Kopp, S. (2005). Video technology for language instruction for children with ASD. Presentation at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA

Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, “self” or “other” as a model? Behavior Modification, 25, 140–158. doi: 10.1177/0145445501251008. PubMedCrossRef

Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4, 165–175. doi: 10.1177/10983007020040030501. CrossRef

Simpson, A., Langone, J., & Ayres, K. M. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39, 240–252.

Spiker, D., & Ricks, M. (1984). Visual self-recognition in autistic children: Developmental relationships. Child Development, 55, 214–225. doi: 10.2307/1129846. PubMedCrossRef

Tager-Flusberg, H. (2004). Strategies for conducting research on language in autism. Journal of Autism and Developmental Disorders, 34, 75–80. doi: 10.1023/B:JADD.0000018077.64617.5a. PubMedCrossRef

Tissot, C., & Evans, R. (2003). Visual teaching strategies for children with autism. Early Child Development and Care, 173, 425–433. doi: 10.1080/0300443032000079104. CrossRef

Trepagnier, C. G. (1999). Virtual environments for the investigation and rehabilitation of cognitive and perceptual impairments. NeuroRehabilitation, 12, 63–72.

Ward, C. D. (2005). Commentary on Standen, P. J., & Brown, D. J., Virtual reality in the rehabilitation of people with intellectual disabilities. Cyberpsychology & Behavior, 8, 288. Review.

Weiss, P. L., Bialik, P., & Kizony, R. (2003). Virtual reality provides leisure time opportunities for young adults with physical and intellectual disabilities. Cyberpsychology & Behavior, 3, 335–342. doi: 10.1089/109493103322011650. CrossRef

Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30–34. doi: 10.1177/10983007030050010501. CrossRef

Wilkinson, K. M. (1998). Profiles of language and communication skills in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4, 73–79. doi:10.1002/(SICI)1098-2779(1998)4:2<73::AID-MRDD3>3.0.CO;2-Y. CrossRef

Woltersdorf, M. A. (1992). Videotape self-modeling in the treatment of attention-deficit hyperactivity disorder. Child & Family Behavior Therapy, 14, 53–73. doi: 10.1300/J019v14n02_04. CrossRef

Titel: Engagement with Electronic Screen Media Among Students with Autism Spectrum Disorders
Auteurs:: Beth A. Mineo
William Ziegler
Susan Gill
Donna Salkin
Publicatiedatum: 01-01-2009
DOI: https://doi.org/10.1007/s10803-008-0616-0
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 1/2009
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Engagement with Electronic Screen Media Among Students with Autism Spectrum Disorders

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 1/2009

Association of a Monoamine Oxidase-A Gene Promoter Polymorphism With ADHD and Anxiety in Boys With Autism Spectrum Disorder

Rita Eagle, Help Him Make You Smile: The Development of Intersubjectivity in the Atypical Child

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials

Age-Related Differences in Restricted Repetitive Behaviors in Autism Spectrum Disorders

Brief Report: Relationship Between Non-verbal IQ and Gender in Autism

A Preliminary Investigation into the Potential Role of Waist Hip Ratio (WHR) Preference within the Assortative Mating Hypothesis of Autistic Spectrum Disorders