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06-06-2016 | Original Paper | Uitgave 9/2016

Journal of Autism and Developmental Disorders 9/2016

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

Journal of Autism and Developmental Disorders > Uitgave 9/2016
Amy D. Spriggs, David L. Gast, Victoria F. Knight
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This research was presented at the ABA-I conference in Seattle, WA, United States.


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.

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