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Gepubliceerd in: Journal of Autism and Developmental Disorders 12/2015

21-11-2014 | Original Paper

Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD

Auteurs: Amy D. Spriggs, Victoria Knight, Lauren Sherrow

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2015

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Abstract

Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed.
vorige artikel Using Portable Video Modeling Technology to Increase the Compliment Behaviors of Children with Autism During Athletic Group Play
volgende artikel Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD
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Metagegevens
Titel
Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD
Auteurs
Amy D. Spriggs
Victoria Knight
Lauren Sherrow
Publicatiedatum
21-11-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 12/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-014-2315-3

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