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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-08-2013 | Original Paper

Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom

Auteur: Kaitlyn P. Wilson

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2013

Abstract

Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants’ learning preferences and processes, as well as educators’ perceptions of the acceptability of each intervention’s procedures in the classroom setting.

vorige artikel Parents’ State and Trait Anxiety: Relationships with Anxiety Severity and Treatment Response in Adolescents with Autism Spectrum Disorders

volgende artikel Factors Associated with Participation in Employment for High School Leavers with Autism

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Titel: Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom
Auteur: Kaitlyn P. Wilson
Publicatiedatum: 01-08-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1731-5

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