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| Various Methods in Videomodeling |
| Monday, May 31, 2004 |
| 3:00 PM–4:20 PM |
| Back Bay C |
| Area: AUT; Domain: Applied Research |
| Chair: Rebecca Sawyer (DFW Center for Autism) |
| Discussant: Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: Learning Objectives
Various techniques & extensions of recent techniques in utilizing videomodeling procedures.
Increasing both rate and variation of appropriate play-related responses (action & vocal) in young children with autism (with otherwise stereotypical and unconventional play skills)
A glimpse at investigating fluency-based instruction utilizing video-based models. |
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| The Use of Video Modeling to Teach Play Sequences to a Preschool Child with Autism |
| JANE M. SHIVELY (DFW Center for Autism), Carrie Haycraft (DFW Center for Autism), Rebecca Sawyer (DFW Center for Autism) |
| Abstract: In recent literature, video modeling has been identified as an efficient teaching procedure for individuals with autism for skills such as perspective taking, play, and social language. In a partial replication of D’Ateno, Mangiapanello, and Taylor (Journal of Positive Behavior Interventions, 2003), the present study utilized a video modeling procedure to teach play sequences to a preschool child with autism. Dependent variables included both vocal and motor responses. A multiple baseline design across two play scenes (Robin Hood and Farm) was implemented to demonstrate experimental control. No reinforcement or correction procedures were used during the study. The results demonstrate an increase in both scripted and non-scripted responses. One month follow-up data are also reported. |
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| A Further Investigation into the Effects of Videomodeling on Responses in Play Contexts |
| NICOLE L. BANK (University of North Texas), Regan Roth (University of North Texas), Rebecca Sawyer (DFW Center for Autism) |
| Abstract: In recent literature, video modeling has been identified as an efficient teaching procedure for individuals with autism for skills such as perspective taking, play, and social language that produces positive behavior changes in a relatively short period of time. In the present study, a video modeling procedure was used to teach play sequences to a preschool child with autism. This study is a partial replication of the study “Using Video Modeling to Teach Complex Play Sequences to a Preschooler with Autism”, by Patricia D’Ateno, Kathleen Mangiapanello, and Bridget A. Taylor (Journal of Positive Behavior Interventions, 2003). Dependent variables included both vocal and motor responses. The current study was also performed as an extension of recent studies in order to investigate two additional components: increases in variability and generalization of responses. |
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| The Effects of Videomodeling on Fluency of Tacting for a Young Child with Autism |
| DOMONIQUE Y. RANDALL (Shape of Behavior) |
| Abstract: In the present study videomodeling was used to increase fluency in expressive tacting for a young child with autism. The child was a three year old male who attended Shape Of Behavior Day Treatment Clinic in Houston, Texas. Baseline consisted of the child with autism expressively tacting the set of tact cards. Intervention included a video presentation of a typically developing peer expressively tacting. No experimenter-reinforcement or correction procedures were used during the intervention. The child with autism increased in fluency to a greater rate than his typically developing peer in the video. A second study was conducted to investigate any practice effects associated with the fluency of expressive tacting in study one. A multiple baseline across sets of cards was used. |
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