Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

07-03-2018 | Original Paper

Using Video Modeling as an Anti-bullying Intervention for Children with Autism Spectrum Disorder

Auteurs: Catherine Rex, Marjorie H. Charlop, Vicki Spector

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2018

Abstract

In the present study, we used a multiple baseline design across participants to assess the efficacy of a video modeling intervention to teach six children with autism spectrum disorder (ASD) to assertively respond to bullying. During baseline, the children made few appropriate responses upon viewing video clips of bullying scenarios. During the video modeling intervention, participants viewed videos of models assertively responding to three types of bullying: physical, verbal bullying, and social exclusion. Results indicated that all six children learned through video modeling to make appropriate assertive responses to bullying scenarios. Four of the six children demonstrated learning in the in situ bullying probes. The results are discussed in terms of an intervention for victims of bullying with ASD.

vorige artikel The Association Between Sequence Learning on the Serial Reaction Time Task and Social Impairments in Autism

volgende artikel Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally?

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.CrossRef

Anderson, C. (2012). IAN research report bullying and children with ASD. IAN Community Scientific Liaison Kennedy Krieger Institute. http://www.iancommunity.org/cs/ian_research_reports/ian_research_report_bullying.

Bandyopadhyay, S., Cornell, D. G., & Konold, T. R. (2009). Validity of three school climate scales to assess bullying, aggressive attitudes, and help seeking. School Psychology Review, 38(3), 338.

Blake, J. J., Lund, E. M., Zhou, Q., Kwok, O., & Benz, M. R. (2012). National prevalence rates of bully victimization among students with disabilities in the United States. School Psychology Quarterly, 27(4), 210–222. https://doi.org/10.1037/spq0000008.CrossRefPubMed

Bornstein, M., Bellack, A. S., & Hersen, M. (1980). Social skills training for highly aggressive children: Treatment in an inpatient psychiatric setting. Behavior Modification, 4(2), 173–186. https://doi.org/10.1177/014544558042002.CrossRef

Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education & Treatment of Children, 33(3), 371–393. https://doi.org/10.1353/etc.0.0104.CrossRef

Charlop, M. H., Gilmore, L., & Chang, G. T. (2008). Using video modeling to increase variation in the conversation of children with autism. Journal of Special Education Technology, 23(3), 47–66.CrossRef

Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5(1), 12–21. https://doi.org/10.1177/10983007030050010101.CrossRef

Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537–552. https://doi.org/10.1023/A:1005635326276.CrossRefPubMed

Chen, P., & Schwartz, I. S. (2012). Bullying and victimization experiences of students with autism spectrum disorders in elementary schools. Focus on Autism and Other Developmental Disabilities, 27(4), 200–212. https://doi.org/10.1177/1088357612459556.CrossRef

Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the picture exchange communication system to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27(1), 3–11. https://doi.org/10.1177/1088357611428426.CrossRef

Craig, W. M., Pepler, D., & Atlas, R. (2000). Observations of bullying in the playground and in the classroom. School Psychology International, 21(1), 22–36.CrossRef

Cross, D., Waters, S., Pearce, N., Shaw, T., Hall, M., Erceg, E., & Hamilton, G. (2012). The friendly schools friendly families programme: Three-year bullying behavior outcomes in primary school children. International Journal of Educational Research, 53, 394–406. https://doi.org/10.1016/j.ijer.2012.05.004.CrossRef

Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test. London: Pearson.

Fekkes, M., Pijpers, F. I., & Verloove-Vanhorick, S. P. (2005). Bullying: Who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research, 20(1), 81–91.CrossRefPubMed

Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the steps to respect program. Developmental Psychology, 41(3), 479–491. https://doi.org/10.1037/0012-1649.41.3.479.CrossRefPubMed

Kanetsuna, T., Smith, P. K., & Morita, Y. (2006). Coping with bullying at school: Children’s recommended strategies and attitudes to school-based interventions in England and Japan. Aggressive Behavior, 32(6), 570–580. https://doi.org/10.1002/ab.20156.CrossRef

Kristensen, S. M., & Smith, P. K. (2003). The use of coping strategies by Danish children classed as bullies, victims, bully/victims, and not involved, in response to different (hypothetical) types of bullying. Scandinavian Journal of Psychology, 44(5), 479–488. https://doi.org/10.1046/j.1467-9450.2003.00369.x.CrossRefPubMed

Little, L. (2002). Middle-class mothers’ perceptions of peer and sibling victimization among children with Asperger’s syndrome and nonverbal learning disorders. Issues in Comprehensive Pediatric Nursing, 25(1), 43–57. https://doi.org/10.1080/014608602753504847.CrossRefPubMed

Macpherson, K., Charlop, M. H., & Miltenberger, C. A. (2015). Using portable video modeling technology to increase the compliment behaviors of children with autism during athletic group play. Journal of Autism and Developmental Disorders, 45(12), 3836–3845. https://doi.org/10.1007/s10803-014-2072-3.CrossRefPubMed

Mahady Wilton, M. M., Craig, W. M., & Pepler, D. J. (2000). Emotional regulation and display in classroom victims of bullying: Characteristic expressions of affect, coping styles and relevant contextual factors. Social Development, 9(2), 226–245. https://doi.org/10.1111/1467-9507.00121.CrossRef

Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23(1), 26–42. https://doi.org/10.1037/1045-3830.23.1.26.CrossRef

Miltenberger, C. A., & Charlop, M. H. (2015). The comparative effectiveness of portable video modeling vs. traditional video modeling interventions with children with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 27(3), 341–358.CrossRef

Nansel, T. R., Craig, W., Overpeck, M. D., Saluja, G., & Ruan, W. J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics & Adolescent Medicine, 158(8), 730–736.CrossRef

Nezu, C. M., Nezu, A. M., & Arean, P. (1991). Assertiveness and problem-solving training for mildly mentally retarded persons with dual diagnoses. Research in Developmental Disabilities, 12(4), 371–386.CrossRefPubMed

Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal of Child Psychology & Psychiatry & Allied Disciplines, 35, 1171–1190.CrossRef

Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions in Psychological Science, 4(6), 196–200. https://doi.org/10.1111/1467-8721.ep10772640.CrossRef

Plavnick, J. B., & Vitale, F. A. (2016). A comparison of vocal mand training strategies for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 18(1), 52–62. https://doi.org/10.1177/1098300714548800.CrossRef

Rowley, E., Chandler, S., Baird, G., Simonoff, E., Pickles, A., Loucas, T., & Charman, T. (2012). The experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement. Research in Autism Spectrum Disorders, 6(3), 1126–1134. https://doi.org/10.1016/j.rasd.2012.03.004.CrossRef

Sancho, K., Sidener, T. M., Reeve, S. A., & Sidener, D. W. (2010). Two variations of video modeling interventions for teaching play skills to children with autism. Education & Treatment of Children, 33(3), 421–442. https://doi.org/10.1353/etc.0.0097.CrossRef

Schwartz, D., Dodge, K. A., & Coie, J. D. (1993). The emergence of chronic peer victimization in boys’ play groups. Child Development, 64(6), 1755. https://doi.org/10.1111/1467-8624.ep9406130032.CrossRefPubMed

Sharp, S., & Cowie, H. (1994). Empowering pupils to take positive action against bullying. School bullying: Insights and perspectives, pp. 108–131.

Sherer, Y. C., & Nickerson, A. B. (2010). Anti-bullying practices in American schools: Perspectives of school psychologists. Psychology in the Schools, 47(3), 217–229.

Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33, 547–560.

Smith, P. K., Talamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non-victims, escaped victims, continuing victims and new victims of school bullying. British Journal of Educational Psychology, 74, 565–581.CrossRefPubMed

Sterzing, P. R., Shattuck, P. T., Narendorf, S. C., Wagner, M., & Cooper, B. P. (2012). Bullying involvement and autism spectrum disorders: Prevalence and correlates of bullying involvement among adolescents with an autism spectrum disorder. Archives of Pediatrics & Adolescent Medicine, 166(11), 1058–1064.CrossRef

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.CrossRefPubMedPubMedCentral

Vannini, N., Enz, S., Sapouna, M., Wolke, D., Watson, S., Woods, S., … Schneider, W. (2011). “Fearnot!:” A computer-based anti-bullying-programme designed to foster peer intervention. European Journal of Psychology of Education, 26(1), 21–44. https://doi.org/10.1007/s10212-010-0035-4.CrossRef

Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161(1), 78–88.CrossRef

Wechsler, D. (2014). Wechsler intelligence scale for children-fifth edition. San Antonio, TX: NCS Pearson.

Williams, K. T. (1997). Expressive vocabulary test: Second edition (EVT–2). Journal of the American Academy of Child and Adolescent Psychiatry, 42, 864–872.

Zablotsky, B., Bradshaw, C. P., Anderson, C., & Law, P. A. (2013). The association between bullying and the psychological functioning of children with autism spectrum disorders. Journal of Developmental and Behavioral Pediatrics, 34(1), 1–8.CrossRefPubMed

Titel: Using Video Modeling as an Anti-bullying Intervention for Children with Autism Spectrum Disorder
Auteurs: Catherine Rex
Marjorie H. Charlop
Vicki Spector
Publicatiedatum: 07-03-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3527-8

Andere artikelen Uitgave 8/2018

Children with Autism Spectrum Disorder Prefer Looking at Repetitive Movements in a Preferential Looking Paradigm

Original Paper

An Exploratory Trial of Transdermal Nicotine for Aggression and Irritability in Adults with Autism Spectrum Disorder

Original Paper

Effects of Prosodic and Semantic Cues on Facial Emotion Recognition in Relation to Autism-Like Traits

Original Paper

Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally?

Open Access
Original Paper

Imaginary Companions in Children with Autism Spectrum Disorder

Open Access
Original Paper

ACT Processes in Group Intervention for Mothers of Children with Autism Spectrum Disorder

Original Paper