Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

06-06-2016 | Original Paper

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD

Auteurs: Amy D. Spriggs, David L. Gast, Victoria F. Knight

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2016

Abstract

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8–11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.

vorige artikel Validation of the Movie for the Assessment of Social Cognition in Adolescents with ASD: Fixation Duration and Pupil Dilation as Predictors of Performance

volgende artikel Executive Functions in Older Adults With Autism Spectrum Disorder: Objective Performance and Subjective Complaints

Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33, 339–349.CrossRef

Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

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(3), 264–287.CrossRef

Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33, 351–370.CrossRef

Collins, B. C., Gast, D. L., Ault, M. J., & Wolery, M. (1991). Small group instruction: Guidelines for teachers of students with moderate to severe handicaps. Education and Training in Mental Retardation, 26, 18–31.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Coyne, P., & Fullerton, A. (2014). Supporting individuals with autism spectrum disorder in recreation. Urbana: Sagamore Publishing LLC.

Darden-Brunson, F., Green, A., & Goldstein, H. (2008). Video-based instruction for children with autism. In J. K. Luiselli, D. C. Russo, W. P. Christian, & S. M. Wilczynski (Eds.), Effective practices for children with autism (pp. 241–268). Oxford, NY: Oxford University Press.CrossRef

Dattilo, J. (1991). Recreation and leisure: A review of the literature and recommendations for future directions. In L. H. Meyer, C. A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 171–193). Baltimore: Paul H. Brooks Publishing.

Dattilo, J., & Schleien, S. J. (1994). Understanding leisure services for individuals with mental retardation. Mental Retardation, 32, 53–59.PubMed

Delgado, J. P., & Greer, R. D. (2009). The effects of peer monitoring training on the emergence of the capability to learn from observing instruction received by peers. The Psychological Record, 59, 407–434.

Dorwick, P. W., & Jesdale, D. C. (1991). Modeling. In P. W. Dorwick (Ed.), Practical guide to using video in the behavioral sciences (pp. 64–76). New York: John Wiley & Sons Inc.

Gast, D. L., Lloyd, B., & Ledford, J. (2014). Multiple baseline and multiple probe designs. In D. L. Gast (Ed.), Single case research methodology: Applications in special education and behavioral sciences. Milton Park, Abingdon, Oxon: Francis & Taylor/Routledge.

Gilliam, J. E. (2006). Gilliam Autism Rating Scale. Austin, TX: ProEd.

Granic, I., Lobel, A., & Engels, R. (2014). The benefits of playing video games. American Psychological Association, 69(1), 66–78. doi:10.1037/a0034857.CrossRef

Ihirg, K., & Wolchik, S. A. (1984). Observational learning: Peer versus adult models and autistic children’s learning. Paper presented at the Conference of the Western Psychological Association, Los Angeles, CA (ERIC Document Reproduction Service No. ED 246601).

Kratochwill, T. R., Hitchock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., et al. (2010). Single-case designs technical documentation. Retrieved from What Works Clearinghouse website: http://ies.ed.gov/ncee/wwc/pdf/wwc_scd.pdf

Mesibov, G. B., Schopler, E., & Hearsey, K. (1994). Structured teaching. In E. Schopler & G. B. Mesibov (Eds.), Behavioral issues in autism (pp. 195–207). New York, NY: Plenum Press.CrossRef

Parker, R. I., & Vannest, K. J. (2009). An improved effect size for single case research: Non-overlap of all pairs (NAP). Behavior Therapy, 40, 357–367.CrossRefPubMed

Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2011). Combining nonoverlap and trend for single-case research: Tau-U. Behavior Therpay, 42, 284–299.CrossRef

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

Schopler, E., Reichler, R. J., & Renner, B. R. (1986). The childhood autism rating scale (CARS): For diagnostic screening and classification of autism. Los Angeles, CA: Western Psychological Services.

Sherrow, L., Spriggs, A., & Knight, V. (2015). Using video models to teach students with autism to play the Wii. Focus on Autism and Other Developmental Disabilities. doi:10.1177/1088357615583469.

Solish, A., Perry, A., & Minnes, P. (2010). Participation of children with and without disabilities in social, recreational and leisure activities. Journal of Applied Research in Intellectual Disabilities, 23, 226–236. doi:10.1111/j.1468-3148.2009.00525.CrossRef

Spriggs, A., Lane, J., & Gast, D. L. (2014). Visual representation of data. In D. L. Gast (Ed.), Single case research methodology: Applications in special education and behavioral sciences. Milton Park, Abingdon, Oxon: Francis & Taylor/Routledge.

Stansberry-Brusnahan, L. L., & Collet-Lingenberg, L. L. (2010). Evidence-based practices for young children with autism spectrum disorders: Guidelines and recommendation from the nation resource council and national professional development center on autism spectrum disorders. International Journal of Early Childhood Special Education, 2, 45–56.

Tekin-Iftar, E., & Birkan, B. (2010). Small group instruction for students with autism: General case training and observational learning. The Journal of Special Education, 44, 50–63. doi:10.1177/0022466908325219.CrossRef

Tissot, C., & Evans, R. (2003). Visual teaching strategies for children with autism. Early Childhood Development and Care, 173, 425–433.CrossRef

Venn, M. L., Wolery, M., & Greco, M. (1996). Effects of every-day and every-other-day instruction. Focus on Autism and Other Developmental Disabilities, 11, 15–28.CrossRef

Yoder, P. J., Bottema-Beutel, K., Woynaroski, T., Chandrasekhar, R., & Sandbank, M. (2013). Social communication intervention effects vary by dependent variable type in preschoolers with autism spectrum disorders. Evidence-Based Communication Assessment and Intervention, 7(4), 150–174.CrossRefPubMed

Titel: Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD
Auteurs: Amy D. Spriggs
David L. Gast
Victoria F. Knight
Publicatiedatum: 06-06-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-016-2824-3

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2016

Sociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder

The Social Living Complex: A New, All Day, Yearlong Intervention Model for Individuals with Autism Spectrum Disorder and Their Parents

Association of Autism Spectrum Disorder with Obsessive-Compulsive and Attention-Deficit/Hyperactivity Traits and Response Inhibition in a Community Sample

Operationalisation of the European Protocol for Autism Prevalence (EPAP) for Autism Spectrum Disorder Prevalence Measurement in Ireland

Physiological Response to Social Evaluative Threat in Adolescents with Autism Spectrum Disorder

Parents of Children with ASD Experience More Psychological Distress, Parenting Stress, and Attachment-Related Anxiety