Article

Increasing Social Engagement in Young Children With Autism Spectrum Disorders Using Video Self-Modeling

March 2007
School Psychology Review 36(1)

March 2007
36(1)

DOI:10.1080/02796015.2007.12087953

Authors:

Indiana University Bloomington

Abstact An emerging body of research demonstrates the effectiveness of video self-modeling (VSM) in addressing social, communication, and behavioral functioning of children with autism spectrum disorders. The primary purpose of this study was to examine the benefits of a VSM intervention in increasing the social engagement of young children with autism spectrum disorders. The study expands previous research on VSM by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting. Intervention and maintenance effects were measured in addition to the social validity of the VSM procedure. The results of the VSM intervention are provided, and implications for practice and future research are discussed.

Effectiveness of video modeling in teaching earthquake and postearthquake evacuation safety skills for children with autism

Article

Full-text available

Jan 2024
J APPL BEHAV ANAL

The purpose of the present study was to investigate the effectiveness of video modeling to teach safety skills during earthquakes and postearthquake evacuation to children with autism. Three male children with autism, aged 9–10 years, participated in the study. The results indicate that video modeling was effective at promoting the acquisition of “drop, cover, and hold on” and evacuation skills for all three students. Furthermore, the skills generalized to a new setting for all three participants and maintained up to 4 weeks after video modeling for the two participants for whom maintenance was evaluated. Social-validity data were also collected from participants, their parents, and a teacher, and the findings were positive overall. Implications for instruction and future research are discussed based on the results of the study.

A adaptação de crianças com autismo na pré-escola: estratégias fundamentadas na Análise do Comportamento Aplicada

Article

Full-text available

Apr 2023

O objetivo do estudo foi analisar se uma intervenção ancorada em estratégias da Análise do Comportamento Aplicada (ABA) pode facilitar o processo de adaptação escolar de crianças com autismo. Os participantes do estudo foram três crianças com autismo, matriculadas em turmas de pré-escolas do município de Pelotas e suas respectivas professoras. A metodologia empregada foi uma pesquisa de caso único, por meio de um delineamento de bases múltiplas entre participantes, cuja coleta de dados ocorreu em duas fases (A e B). Implementou-se uma intervenção baseada em estratégias da ABA, de acordo com as características de cada aluno e com as atividades de cada turma. Os dados coletados se referem a três variáveis: tempo de participação nas atividades, tempo fora das atividades em que os alunos permaneceram engajados em comportamentos disruptivos e frequência de interação com os pares e professores. Os resultados apresentam um aumento estatisticamente significativo na participação e interação de todos os integrantes, e uma redução na emissão de comportamentos disruptivos, que os mantinham fora das atividades. Entende-se como necessários estudos futuros que abordem a temática da adaptação escolar e o uso de estratégias comportamentais para facilitar esse processo com um número maior de participantes e com acompanhamento mais intensivo.

The effectiveness of video modelling on social and communication skills: A systematic review.

Article

Full-text available

Dec 2020

Beyza Alpaydin

Individuals with autism spectrum disorders (ASD) have deficits in language, communication, and social interaction skills. This lack of social and communication skills affected the individual with ASDs lives directly or indirectly. Therefore, many researchers have developed interventions that are improving these behaviours for individuals with ASD. Video modelling (VM) is one of the effective interventions in teaching social and communication behaviours for children with ASD. The purpose of the study was to conduct a systematic review on the effects of VM in social communication skills. In this systematic review, from 1990 to 2017 published studies yielded 11 articles that met the current study’s inclusion criteria. As a result of the review, VM appears to be effective for teaching social communication skills for children with ASD. Implications and directions for future research are discussed.

Review of Experimental Social Behavioral Interventions for Preschool Children: An Evidenced-Based Synthesis

Article

Full-text available

Jan 2020

Tonya Hall

Preschool students are expelled from educational settings at higher rates than any other students, and this may serve to be problematic across their lifespan. One of the primary reasons reported is due to their display of social behavioral problems within the preschool classroom. A historical review of social behavioral interventions for preschool children in classroom settings was provided. Moreover, a meta-analysis of recent evidenced-based social behavioral interventions for children with and without disabilities in preschool classrooms was conducted. In addition, 10 research questions were addressed that included the identification of studies using the most rigorous designs. Results from 14 studies in 12 peer-reviewed journals (2007–2017) were provided that indicated variations in range and scientific rigor with two studies meeting the highest standards of rigor. Suggestions for future research were offered.

Engage or Not to Engage: Using Numbered Heads Together in a Post-Secondary Education Program with Students with Intellectual Disabilities

Article

Jan 2018

Video‐based interventions promoting social behavioural skills for autistic children and young people: An evidence and gap map

Article

Full-text available

May 2024

Background Video‐based interventions (VBIs) are an approach that can be used to promote social behavioural skills for autistic children and young people. Despite an abundance of literature in this area, previous evidence syntheses are limited by their exclusive search strategies and eligibility criteria. Therefore, there is a lack of comprehensive evidence syntheses to provide insight on whether these interventions work, for whom, and in what circumstances. Evidence and Gap Maps (EGMs) are used to collate vast literature on a broad topic area such as this, highlighting areas for synthesis, and identifying gaps for future research. Objectives To identify, map and synthesise existing primary research on VBIs promoting social behavioural skills for autistic children and young people, creating a live, searchable and publicly available EGM. Search Methods Searches were conducted in electronic databases (n = 8), web search engines, and other repositories including published papers and grey literature. The search strategy was developed around two concepts including (1) terms related to autism, and (2) terms related to VBIs. Searches were conducted in May 2021. Selection Criteria All primary studies evaluating the effectiveness of VBIs in promoting social behaviours for autistic children and young people aged 3–18 were included in the EGM. Data Collection and Analysis Search results were imported into Eppi‐Reviewer where duplicates of identical studies were removed. Titles and abstracts were then screened by two independent reviewers. Potentially eligible full texts were located and also screened by two reviewers. Data were then extracted on study design, participant characteristics, type of intervention, type of outcome, and country of study, by one of three reviewers. EPPI‐Mapper was used to create the interactive EGM. Main Results The current EGM contains 438 studies reporting on 394 single subject research designs, 25 randomised controlled trials, 15 non‐randomised group designs, and 8 pretest–posttest designs. Included studies evaluated VBIs in all male (n = 238), mixed gender (n = 172) or all female (n = 17) samples. VBIs employed included video modelling (n = 273), video self‐modelling (n = 82), point‐of‐view modelling (n = 61), video prompting (n = 57), video feedback (n = 12) and computer‐based video instruction (n = 4). The most frequently used models were adults (n = 191) and peers (n = 135). In relation to social outcomes, almost half evaluated social engagement (n = 199) with limited studies looking at safety (n = 9) and community (n = 7) skills. Authors' Conclusions This EGM provides a valuable resource for policy‐makers, practitioners, researchers, funders and members of the public to access evidence on VBIs promoting social behavioural skills in autistic children and young people. The map has identified areas of sufficient research where evidence can undergo synthesis. In addition, important gaps in the evidence were highlighted and suggest further research is warranted in all female samples and less frequently evaluated types of VBIs and social outcomes. Evidence included in this EGM will be further explored via systematic review and meta‐analysis on control group designs.

Iterative Development of Caregiver-Implemented Behavioral Intervention via Telehealth: A Focus on Feasibility

Article

Apr 2022

Purpose Applied behavior analysis (ABA) interventions are considered an evidence-based practice for individuals with autism spectrum disorder. With the recent COVID-19 pandemic, behavior analytic professionals quickly pivoted ABA therapy to the telehealth modality to ensure continuity of services. In particular, this modality has been reported to be particularly effective for caregiver training. As the world transitions from the pandemic, sustainability of the telehealth modality is now in question, with consumer perceptions regarding the feasibility of telehealth identified as crucial to long-term adoption. Method The article presents two studies conducted over 2 years within a larger host study. Therefore, the goal of the current study was to develop an acceptable and feasible telehealth model by focusing on three aspects of behavioral intervention via telehealth: (a) usability and feasibility of the program as rated by caregivers and coaches, (b) effect of the program on caregiver stress, and (c) choice of telehealth dosage. Results Results from Study 1 indicate the telehealth modality was usable and feasible for the caregivers and trainers but that they had difficulty scheduling sessions into their daily schedule. Results from Study 1 also suggest that caregiver-led intervention via telehealth led to increased caregiver sense of competency including increased sense of efficacy and satisfaction. Results from Study 2 indicate that caregivers prefer limited or focused services via telehealth as compared to more comprehensive services. Conclusion Overall, these findings confirm previous research identifying the telehealth modality as feasible but highlight the need to account for impact of the dosage on caregivers.

Approaches that Address Social Inclusion for Children with Disabilities: A Critical Review

Article

Full-text available

Aug 2021
Child Youth Care Forum

Background Safeguarding social inclusion for children with disabilities remains an elusive and difficult goal. Children with disabilities are lonelier than their peers, less involved in their communities, and less likely to experience overall well-being. Objective The primary purpose of this research is to conduct a critical review of literature on approaches aimed at promoting social inclusion for children with a range of disabilities. By systematically analyzing the literature, key themes and theoretical orientations are identified and critically examined. In keeping with a critical review, our goal is to expose assumptions, trends and gaps in our understanding of what it means to promote social inclusion for children with disabilities. Method Review methods included rigorous criteria for selection followed by established protocols for evaluating studies. Quality of Study Rating Forms (Gibbs, 1989, 2003) were used to examine peer-reviewed research published from 2005–2017. A final selection of 147 studies are included in this review. Results A critical assessment of the literature revealed that the majority of interventions are aimed at ‘fixing’ the child in order to make them more socially competent in their environments. In particular, social skills training was the predominant approach used to address social exclusion. Conclusions Existing literature appears to reinforce traditional views of disability. Future research would benefit from greater inclusion of children’s and youth's own perspectives on social inclusion in the context of childhood disability.

Framing Career Wellbeing Amongst Expatriate Workers: A Narrative Analysis

Chapter

Full-text available

Sep 2019

Willie Tafadzwa Chinyamurindi

Globally and in developing countries (like South Africa) there is an increase in expatriate workers. Empirical research concerning the career development processes of expatriate workers (mostly quantitative) has assisted in identifying links between psychological variables covering individual and organizational aspects related to expatriate workers. Notable gaps still exist within the literature around understanding the career development processes and career wellbeing of expatriate workers. This chapter illustrates the value of a qualitative inquiry using a sample of about 30 expatriate employees in information technology positions within the South African work context. The data was collected over a two-year period. Three main contributions emerged from the narrative analysis. First, the study shows the role of satisfiers and how these affect expatriate career wellbeing. Second, the study shows the role of inhibitors and the ensuing complexity they make on the expatriate’s identity. Finally, in view of these satisfiers and inhibitors, a give and take negotiation process emerged based on the data analysis, called negotiation, re-negotiation, and no-compromise. Implications for theory, including a theoretical framework emanating around the career wellbeing of expatriates are presented based on the findings of this research.

Employment Practices with People with Autism Spectrum Disorder in the Digital Age

Chapter

Full-text available

Sep 2019

Autism Spectrum Disorders (ASD) is a high-incidence condition affecting approximately one out of 68 of people. Adults with ASD are three to four times less likely to be employed than peers who do not have a disability. The high rate of unemployment of adults with ASD suggests a gap in employment development theory and practice knowledge addressing the specific needs of this population. This chapter provides new insights on theoretical framing of employment support interventions for people with ASD, including the interface between behavioral-gradient, structural-infrastructure, and psychosocial factors in vocational development with individuals with ASD. Practical implications of this chapter include taking into account level of functioning with ASD, structural-infrastructural supports, and the use of digital technologies in career counseling of people with neurodiversity.

Applied Use of Video Modeling: A Survey of Autism Professionals

Article

Full-text available

Dec 2018

While there are many evidence-based practices (EBPs) for teaching individuals with an autism spectrum disorder (e.g., video modeling), the adoption of these EBPs by practitioners does not occur automatically. Existing research suggests practitioners have a generally favorable opinion of video modeling (a noted EBP) as a teaching technique. However, limited research has examined the applied use of video modeling by practitioners. Using a survey instrument (the Video Modeling Perceptions Scale [VMPS]), data were collected from 510 autism professionals across various disciplines (e.g., special educators, speech-language pathologists [SLPs], and behavior analysts [BCBAs]). Data showed that many respondents were familiar with video modeling, were interested in the strategy, and utilized it with their students or clients with autism spectrum disorder (ASD). Factor analysis was used to examine the underlying structure of the survey instrument, revealing two predominant factors: (1) interest in video modeling and (2) perceived accessibility of video modeling. Multiple regression was used to examine which demographic characteristics (e.g., age and years of experience) associated with each factor. Results indicated that BCBAs and SLPs perceived video modeling as more accessible compared to special education teachers. Additionally, professionals who worked with preschool-age students, worked in a suburban location, and who had an extended family member with autism showed higher levels of interest in video modeling. Implications for the field of special education, its practice and future research are discussed.

Using Interaction and Quantitative Analysis to Examine the Effects of Video Modeling on Play of a Preschooler with Autism

Article

Full-text available

Jun 2024
J Behav Educ

Play, positioned powerfully in many cultures as a human right, is massively heterogeneous and resists a one-size-fits-all definition. Compared to typically developing individuals, researchers have characterized play in some individuals with autism as repetitive, stereotypical, less imaginative, and isolated. As such, the effectiveness, acceptability, and overall value of play-based interventions for individuals with autism have focused on discrete skills that facilitate normative play as opposed to the essence of play, such as playfulness and joy. The purpose of the current study was to use a mixed-method analysis to examine the effects of a video modeling-based play intervention implemented using a single-case multiple-probe design across playsets for a preschooler with autism. Visual analysis indicated that video modeling alone was not effective in enhancing scripted play, but combining video modeling with in situ modeling improved the participant’s explicitly taught play. Our interaction analysis highlights five themes, providing nuanced insights into the participant’s play that would not be otherwise captured through quantitative methods. Implications of adopting mixed-method analytical approaches to play in autism are also discussed.

Effect of self-modeling and self-controlled feedback on the performance of professional swimmers and waterpolo players

Article

Full-text available

Sep 2023

Self-modeling (SM) and self-control (SC) feedback can be presented as two solutions for learning improvement. Therefore, the aim of the present study was to investigate the effects of SM and SC feedback on 100-m freestyle performance of professional swimmers and waterpolo players. 25 elite male swimmers and waterpolo players, were randomly assigned to four groups: swimmer group with SM, swimmer group with SM and SC feedback, waterpolo players group with SM, and waterpolo players group with SM and SC feedback. 100-m freestyle times and performance were recorded. SM and SC feedback for the participants were utilized at the acquisition stage. The device used included a Lenovo B570 laptop and an Exilim ZR200 canon camcorder. SM and SC feedback presented to the swimmers and waterpolo players led to improved speed and results, and the effect of presenting SM with SC feedback to swimmers had better results. In conclusion, the present study indicates that SC modeling of watching video is a suitable method for professional swimmers. Water polo trainers can also use SM and SC feedback to enhance their players' swimming technique.

The effects of video modeling on social initiations by a child with autism towards his peers: A study in a natural setting / Áhrif myndbandssýnikennslu á félagslegt frumkvæði grunnskólabarns með einhverfu við jafnaldra sína: Rannsókn í venjulegum leikaðstæðum (Atferli – Tímarit samtaka um atferlisgreiningu á Íslandi)

Article

Full-text available

Jan 2012

In the present study the main objective was to examine whether video modeling was effective in enhancing social initiation skills of a child with autism with its peers in a natural setting. Secondary objectives were to examine whether the frequency of social interactions and the time spent in the social interactions would increase. The participant was a 10-year old boy with autism, who watched a video showing a same-age model initiating social interaction with peers. The experimental design used to assess the effect of the intervention was multiple baseline design across settings. The difference between settings was that in each setting there were different same-age boy dyads along with the boy with autism. The results showed a decreased delay of social initiations by the boy with autism after watching the video. The secondary gains were increased frequency of social interactions and time spent engaging in social interactions. The decreased delay in social initiations was obvious in both settings after introduction of the video but the effect on frequency of social interactions and time spent in social interaction was not as apparent or consistent across settings.

Mind Body Health Interventions in Preschoolers

Article

Jan 2023

Evaluation of the Effectiveness of Video-Modeling for Teaching Articulation in Verbal Children With Autism Spectrum Disorder

Article

Full-text available

Mar 2023

Dimitra Chaldi

Verbal children with autism often present communication difficulties such as articulation disorders. As a result they are not able to communicate effectively and sometimes their attempts to communicate may take the form of challenging behaviors. Previous studies have demonstrated the efficacy of video-modeling in increasing the communication skills in verbal children with autism. Moreover other studies have shown that video-modeling, as a treatment package, can maintain strength and generalize all the newly learned skills. In this study, we will extend the use of video-modeling across 3 verbal children who have been diagnosed with autism and simultaneously exhibit articulation disorders in phoneme /r/ in three different positions within words. We will implement multiple baseline design across behaviors (i.e., target phoneme at the beginning, middle, and end of the words). The effectiveness will be evaluated by focusing on pre to follow-up changes of our participants’ articulation.

Effectiveness of Applied Behavioral Analysis vs Verbal Behavior approach in Autism Spectrum Disorder

Article

Jun 2022

Annum Khan

Self-Directed Video Prompting with and without Voice-Over Narration in Teaching Daily Living Skills to Students with Autism Spectrum Disorder

Article

Full-text available

Nov 2021

In this study, we compared the effectiveness and efficiency of self-directed video prompting with and without voice-over narration for teaching daily living skills to children with autism spectrum disorder (ASD). The participants included four males between the ages of 10 to 14 years with ASD. We used an adapted alternating treatments design to compare video prompting (VP) with and without voice-over narration. Self-directed video prompting was effective both with and without voice-over narration for teaching, maintaining, and generalizing two skills: preparing popcorn and making fresh apple juice. Furthermore, to explore the social validity, we examined the views of participants and special education teachers who work with children with ASD. All participants reported that they enjoyed using a tablet for training and liked learning daily living skills. Three of the four participants preferred VP with voice-over narration over VP without voice-over narration. The teachers stated that the research aims were important, the VP was acceptable, and the results were significant. Further research is needed to support these findings and determine the factors that may be relevant for practitioners considering the use of voice-over narration with VP.

Video Self-Modeling and Collegiate Field Hockey: The Effect of a Self-Selected Feedforward Intervention on Player Hitting Ability

Article

Full-text available

Aug 2020

Brad D Foltz

The Effectiveness of Video-Enhanced Activity Schedules in the Teaching of Science Experiments to Seventh-Grade Students with Autism Spectrum Disorder Who Benefit from Inclusive Practices

Article

Mar 2021
EGIT BILIM

INTERVENCIONES INCLUSIVAS EN EDUCACIÓN PRIMARIA, PARA DISCAPACIDAD MODERADA Y SEVERA: UNA REVISIÓN SISTEMÁTICA

Article

Full-text available

Mar 2021

La LEY 9/2018, de 24 de abril, supone un punto de inflexión, pues las personas con discapacidad no quedan excluidas del sistema general educativo desconociendo cómo asegurar la inclusión de todos los niños y niñas y en todos los niveles de habilidad. Este artículo presenta los resultados de una revisión sistemática basada en la evidencia para identificar intervenciones inclusivas efectivas para niños y niñas en educación primaria y con discapacidad moderada (DM) o severa (DS). The Spanish Law 9/2018, of April 24th, mandates children with disabilities are not to be excluded from the general education system. The Spanish education system faces the challenge of having the means to ensure the inclusion of all children at all levels of ability. This article presents the results of an evidence-based systematic review to identify effective inclusive interventions for children in primary education and with moderate or severe disabilities.

Can Social Communication Skills for Children Diagnosed With Autism Spectrum Disorder Rehearsed Inside the Video Game Environment of Minecraft Generalize to the Real World?

Article

Full-text available

May 2020

In this paper, we outline opportunities within the video game environment for building skills applicable to real-world issues faced by some children. The game Minecraft is extremely popular and of particular interest to children diagnosed with autism spectrum disorder. Although the game has been used by support communities to facilitate the social interaction of children and peer support for their parents, little has been done to examine how social skills developed within the game environment generalize to the real world. Social Craft aims to establish a framework in which key social communication skills would be rehearsed in-game with a view to facilitating their replication in a similarly contained real-world environment. Central to this approach is an understanding of the basic principles of behavior and the engagement of a sound methodology for the collection of data inside and outside the respective environments.

Can Social Communication Skills for Children Diagnosed With Autism Spectrum Disorder Rehearsed Inside the Video Game Environment of Minecraft Generalize to the Real World? (Preprint)

Preprint

Apr 2019

UNSTRUCTURED In this paper, we outline opportunities within the video game environment for building skills applicable to real-world issues faced by some children. The game Minecraft is extremely popular and of particular interest to children diagnosed with autism spectrum disorder. Although the game has been used by support communities to facilitate the social interaction of children and peer support for their parents, little has been done to examine how social skills developed within the game environment generalize to the real world. Social Craft aims to establish a framework in which key social communication skills would be rehearsed in-game with a view to facilitating their replication in a similarly contained real-world environment. Central to this approach is an understanding of the basic principles of behavior and the engagement of a sound methodology for the collection of data inside and outside the respective environments.

Can Social Communication Skills for Children Diagnosed With Autism Spectrum Disorder Rehearsed Inside the Video Game Environment Generalize to the Real World? (Preprint)

Article

Full-text available

Apr 2019

The effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder

Article

Full-text available

Jan 2020

The purpose of this study is to examine effectiveness of video modelling for teaching daily life skills to children with autism spectrum disorder (ASD). Multiple probe across subjects design from single subject research model has used as a research method. It has found that video modelling is effective on teaching common life skills to individuals with ASD. It has also demonstrated that these skills become permanent in subjects’ lives and they could generalise these skills at other times with various equipment and in different contexts. Data are collected according to achieve each skill step in cooking fried eggs with garlic sausage and cooking pasta skill analysis. In future researches, teaching different daily life skills by using video modelling could be tested. Keywords: Autism, cooking fried eggs, cooking pasta, daily life skills, video modelling.

Peculiarities of social competence in children with different autistic levels

Article

Full-text available

Jan 2020

Kateryna Оstrovska

The results of research of the social competence forming process in children with autistic disorders are presented in this work. It has been determined that the social competence range in children is dependent on the autism level. The factors of social adaptation in the children with different autism levels have been analyzed.

Using technology-based learning tool to train facial expression recognition and emotion understanding skills of Chinese pre-schoolers with ASD

Article

Sep 2019

Objectives: Given the pervasiveness of emotional and behavioral deficits of individuals with Autism Spectrum Disorders (ASD), there is a pressing need for effective interventions to address their difficulties on Facial Expression Recognition and Emotion Understanding (FER/EU). Qunatiandi, a structured, app-based intervention program that is designed for Chinese children with ASD was utilized in this study. Three young children (two girls and one boy; age M = 4.94 years) completed an 8-week one-on-one intervention in a rehabilitation center setting. It was hypothesized that the three children would show greater progress in their FER/EU. Methods: In this study, a modified multiple probe across the program phases design was used; the dependent variable was the percentage of unprompted correct receptive identification responses for FER/EU tests during instruction and probes. Data were taken during baseline, the endpoint of instruction sessions, and a maintenance stage followed by intervention termination. Results: Findings of the study revealed that all participants demonstrated significant improvements in social acuity, gains were mostly achieved on emotion distinguishing and understanding (above 80% of accuracy). A similar scoring pattern was also found in the maintenance probe phase. Conclusion: The study is one of only a few early intervention projects to improve FER/EU skills for children with ASD using an app-based intervention. The results demonstrated that children with ASD can experience increases in emotion distinguishing and understanding skills. Maintenance probe results showed that the interventional effect can be maintained for a period of time after intervention.

Video Modeling during Coaching and Performance Feedback

Chapter

Full-text available

Jan 2019

Character Strength Activation for People with Intellectual and Developmental Disabilities Using Video Feedback in Groups

Article

Full-text available

Dec 2018

This paper looks at the theory, research, applied aspects, and future possibilities of using strengths-based positive interventions in action, modified for people with no or low literacy with the use of the camera and video feedback. Action-based modifications of interventions, focusing on the emergence of character strengths and immediate visual feedback may bring us a step closer to offering added beneficial changes to people with intellectual and developmental disabilities.

The Social Validity and Efficacy of a Virtual Reality Intervention for Improving Middle School Students' Social Communication: A Randomized Controlled Study

Research

Full-text available

May 2023

The extent to which an intervention is perceived as socially valid significantly influences whether the intervention is selected, implemented, and maintained (Kern & Manz, 2004). Social skill interventions and evidence-based practices are often ranked with low social validity by adolescents (McCoy et al., 2016). Interventions delivered through virtual reality (VR) report increased social validity with this population due to life like features improving motivation and engagement (Hew & Cheung, 2010; Mikropoulos & Natsis, 2011). Despite evidence on the positive feelings, there is limited research on the effectiveness of VR-delivered instruction for building social competence in students. This study utilized a randomized control trial (RCT) to investigate whether a VR-based social skill intervention, Virtual reality Opportunities to Integrate Social Skills (VOISS), could be as effective as an evidence-based intervention, the Program for the Education and Enrichment of Relational Skills (PEERS) at improving the expressive communication knowledge and skill application of middle school students. This study also sought to understand student social validity ratings (i.e., acceptability, appropriateness, and feasibility) of the VR intervention (VOISS) versus the PEERS intervention. Participants within ten classrooms in four states were randomly assigned to VOISS (N=60) and PEERS (N=60). In both conditions, participants experienced an estimated 300 minutes of the intervention spread over one to four months. Using the norm-referenced Clinical Evaluation of Language Fundamentals-5 Pragmatic Profile (CELF-5 PP) and a knowledge-based assessment, participants were assessed pre and post-intervention to determine social communication skill acquisition and application. All participants were also given an adapted Children’s Intervention Rating Profile (CIRP), the Intervention Appropriateness Measure (IAM) and the Feasibility of Intervention Measure (FIM) to determine their ratings of each intervention’s acceptability, feasibility, and appropriateness. Results indicate that a VR intervention (VOISS) has the potential to provide an effective and socially valid means of delivering social communication instruction to middle school students.

Usefulness of interactive video-based instruction on learning performance in relation to cognitive development of children with moderate intellectual disability

Article

Sep 2023

The usefulness of information and communication technology has been witnessed around the globe with the occurrence of rapid changes in the field of education i.e. through the formal or informal way. For this, the researchers have assessed Interactive video-based instruction (IVBI) on ( N = 95; males = 47 & females = 48 age range between 12 and 15 years) moderate intellectual disability children in Guwahati, Assam, India from three day-care rehabilitation centres. The main objective was to examine the effect of IVBI intervention (IIVBI & CIVBI) on academic performance in association with the cognitive development of children with moderate intellectual disability in a comfortable setting within working hours. The findings conclude that children in the CIVBI group performed more actively as compared to IIVBI and comparison group, and it was due to the involvement of video-based instruction that helped understand the topic more precisely and acts effectively for CIVBI children in an experimental setting.

Intellectual Disability and Social Skills

Chapter

Oct 2017

Promoting Recreational Engagement in Children With Autism Spectrum Disorder

Chapter

Apr 2014

Recreation is a large part of the human experience at any age, and in the form of play, it is especially critical to children's development. Across the life span, recreation has many known benefits, most notably a positive impact on people's sense of well‐being. There is growing evidence that people with ASD experience decreased richness in their patterns of recreational engagement, participating in less diverse activities while remaining closer to home with a narrower circle of other people. An interdisciplinary, family‐centered, and context‐based approach to promoting the development of a richer recreational life for those with ASD is described with practical examples.

Teaching Independent Transitioning to Young Children with Autism Using Video Self-Modeling with Video Feedback via iPads

Article

Jun 2017

p> This study investigated the efficacy of V ideo S elf- M odeling (VSM) with video feedback using iPads to improve independent transitioning of two young children, a first grader and a preschooler, with Autism Spectrum Disorder (ASD) across play activities and school routines. It was hypothesized that participants would transition independently through play activities and daily routines after watching their exemplary behaviors on an iPad. Teachers and teacher assistants delivered the intervention in inclusive classrooms. An A-B-A-B research design was used with the first grader whereas an A-B-A design was implemented with the preschooler. Findings show that both participants improved targeted behaviors. Independent transitioning skills were also maintained for both participants one month after the intervention was withdrawn. Social validity results show that parents of participants and their teachers favored and recommended the video self-modeling with video feedback intervention for other children with autism. </p

Superheroes Social Skills Program: A Replication with Children with Autism Spectrum Disorder in Pakistan

Article

Jul 2021

This study investigated the efficacy of the Superheroes Social Skills program in increasing social engagement of four elementary-aged children with autism spectrum disorder (ASD) in Pakistan, where English was spoken as a second language. The investigators implemented the first six lessons from the program in the classroom and assessed its efficacy through observations made during a recess period. Although the skills were trained in one context (i.e., the classroom), observations showed that the participants increased social engagement in a second environment (i.e., recess playground) in which the skills had not been taught. Social engagement effect sizes were in the moderate to large range with larger effect sizes for social responses than for social initiations. The authors discuss the implications and research needs for implementing social skills programs in diverse cultures.

التفاعل الاجتماعى وعلاقته بمهام نظرية العقل لدى أطفال الروضة ذوى اضطراب طيف التوحد

Article

Oct 2022

Social Engagement of Elementary-Aged Children With Autism Live Animation Avatar Versus Human Interaction

Article

Jun 2022

Social engagement is critical to the personal and social development of children. Individuals with Autism Spectrum Disorder (ASD) often exhibit low levels of social engagement with peers and adults, with clearly fewer instances of eye contact, initiation, joint attention, and empathy. Given the pivotal role of social engagement, procedures that naturally evoke higher rates of social engagement may be critical. Prior research suggests that cartoons and other animated characters are more appealing to children with ASD than traditional face-to-face interactions with adults. However, this assertion lacks consistent empirical support. In this study, five elementary age students with ASD participated in a series of interactions with adults and live animation avatars. An alternating treatments design was used to evaluate participants’ social engagement comparing their interactions with avatars to those with humans. Data show all five participants were consistently more attentive to the avatar than to human interventionists. In addition, all participants and their parents indicated the procedures were socially valid (i.e., preferred, feasible, and effective).

Improving Social and Play Outcomes for Students With Significant Disabilities During Recess

Article

Aug 2022
AJIDD-AM J INTELLECT

For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectual functioning, there has been less focus on students with autism who have below-average intellectual functioning or who meet the criteria for intellectual disability. In this single-case design study, we tested the efficacy of a combined peer-mediated and social skills instruction intervention on the interactions, play, and social skills of three students with autism who met their state's criteria for alternate assessment for students with significant cognitive disabilities. Social skills instruction featured video models that portrayed same-aged peers demonstrating individualized social skills on the playground. For all three students, there were substantial increases in interactions, play and social skills, and students and their peers provided positive feedback about the intervention.

Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review

Article

Full-text available

Mar 2022

Background Challenging classroom behaviors can interfere with student social and academic functioning and may be harmful to everyone in schools. Self‐management interventions within schools can address these concerns by helping students develop necessary social, emotional, and behavioral skills. Thus, the current systematic review synthesized and analyzed school‐based self‐management interventions used to address challenging classroom behaviors. Objectives The current study aimed to inform practice and policy by (a) evaluating the effectiveness of self‐management interventions at improving classroom behaviors and academic outcomes and (b) examining the state of research for self‐management interventions based on existing literature. Search Methods Comprehensive search procedures included electronically searching online databases (e.g., EBSCO Academic Search Premier, MEDLINE, ERIC, PsycINFO), hand‐searching 19 relevant journals (e.g., School Mental Health, Journal of School Psychology), reference‐list searching 21 relevant reviews, and searching gray literature (e.g., contacting authors, searching online dissertation/theses databases and national government clearinghouses/websites). Searches were completed through December of 2020. Selection Criteria Included studies employed either a multiple group‐design (i.e., experimental or quasi‐experimental) or single‐case experimental research design and met the following criteria: (a) utilized a self‐management intervention, (b) conducted in a school setting, (c) included school‐aged students, and (d) assessed classroom behaviors. Data Collection and Analysis Standard data collection procedures expected by the Campbell Collaboration were used in the current study. Analyses for single‐case design studies incorporated three‐level hierarchical models to synthesize main effects, and meta‐regression for moderation. Further, robust variance estimation was applied to both single‐case design and group‐design studies to account for dependency issues. Main Results Our final single‐case design sample included 75 studies, 236 participants, and 456 effects (i.e., 351 behavioral outcomes and 105 academic outcomes). Our final group‐design sample included 4 studies, 422 participants, and 11 total behavioral effects. Most studies occurred in the United States, in urban communities, in public schools, and in elementary settings. Single‐case design results indicated that self‐management interventions significantly and positively impacted both student classroom behaviors (LRRi = 0.69, 95% confidence interval [CI] [0.59, 0.78]) and academic outcomes (LRRi = 0.58, 95% CI [0.41, 0.76]). Single‐case results were found to be moderated by student race and special education status, whereas intervention effects were more pronounced for African American students (F = 5.56, p = 0.02) and students receiving special education services (F = 6.87, p = 0.01). Single‐case results were not found to be moderated by intervention characteristics (i.e., intervention duration, fidelity assessment, fidelity method, or training). Despite positive findings for single‐case design studies, risk of bias assessment indicated methodological shortcomings that should be considered when interpreting findings. A significant main effect of self‐management interventions for improving classroom behaviors was also revealed for group‐design studies (g = 0.63, 95% CI [0.08, 1.17]). However, these results should be interpreted with caution given the small number of included group‐design studies. Implications for Policy, Practice, and Research The current study, conducted using comprehensive search/screening procedures and advanced meta‐analytic techniques, adds to the large amount of evidence indicating that self‐management interventions can be successfully used to address student behaviors and academic outcomes. In particular, the use specific self‐management elements (i.e., self‐determining a performance goal, self‐observing and recording progress, reflecting on a target behavior, and administering primary reinforcers) should be considered within current interventions as well as in the development of future interventions. Future research should aim to assess the implementation and effects of self‐management at the group or classroom‐level within randomized controlled trials.

Effectiveness of a Video Modelling Intervention in a shy, Withdrawn Preschool Child

Article

Sep 2016

SOCIAL WITHDRAWAL IN EARLY childhood may indicate a lack of knowledge of social skills or extreme shyness. If required, an early intervention program is the best way to ensure that the behaviour does not manifest into a more significant problem for the individual. The purpose of the current study was to assess the effectiveness of a video modelling intervention, demonstrating sharing, on the generalisation of social skills in a socially withdrawn preschooler. The intervention consisted of a target child watching a video—showing children of the same gender and age—that demonstrates children performing a ‘sharing’ sequence of behaviour. Interval sampling was used in the data collection. Results indicated a positive response to the intervention, demonstrated by an increase in the related social skills of positive verbalisations, maintained reciprocal play and reduced adult interaction. Results are discussed with reference to how behaviour is affected through natural contingencies and innate factors within the child.

Teaching the rules to be followed in COVID-19 pandemic in individual with autism spectrum disorder by video model

Article

Full-text available

Jun 2020

Otizm Spektrum Bozukluğu (OSB), bireyin sosyalleşme becerilerini engelleyen, tekrarlayan davranışlar ile karakterize olan sözlü iletişimi etkileyen yaygın nöro- gelişimsel bozukluk olarak tanımlanmaktadır. Otizm belirtileri iki ile üç yaş arasında ortaya çıkar ve hayat boyu devam eder. Erkek cinsiyette daha fazla görülmekle birlikte görülme sıklığı giderek artmaktadır Videolar, kullanım kolaylığı, erişilebilirlik ve maliyet etkinliği nedeniyle eğitim ortamlarında sıklıkla tercih edilmektedir. Tüm dünyayı etkisi altına alan COVID-19 pandemisi hayatımıza yeni normalleri getirdi. Bunun en başında el hijyeni, sosyal mesafe ve maske kullanımı gelmektedir. Hastalığın bulaşma şekli ve belirtileri konusunda ilk Çin’in Wuhan kentinde çıktığı zaman tam olarak bilinmemesine rağmen şu an net olan bilgiler ışığında gözle görülmeyen ve insan hayatını ciddi anlamda tehdit eden COVID-19‘a karşı korumalıyız. Uzaktan eğitime geçilen süreçte video model yoluyla OSB’li bireylere destek vermek avantajlı durum oluşturmaktadır. Görsel ve işitsel eğitimin yapılan çalışmalarda fayda sağladığı bilinmektedir. Video model, sosyal becerilerin öğretiminde kullanılan etkili uygulamalardan biridir. Video modelle öğretim videoyla model olma, videoyla geri bildirim, video ile ipucu ve bilgisayar destekli video öğretimi olmak üzere dört şekilde gerçekleştirilebilir. Aynı zamanda topluma ve çevreye görevler düşmektedir. Bu konuda farkındalığın sağlanıp OSB li bireyin mesafesini koruyamadığı durumlarda yakın temasa geçecek kişilerin bu konuda bilgili olup mesafeyi koruma görevini üstlenerek riski azaltmalıdır.

BİLİMSEL DAYANAKLI UYGULAMALARDAN VİDEO İPUCU YÖNTEMİNİN ÖZEL EĞİTİMDE KULLANIMI: BETİMSEL ANALİZ ÇALIŞMASI ÖRNEĞİ

Article

Jun 2020

Video ipucu yöntemi özel gereksinimli bireylerin eğitiminde kullanılan bilimsel dayanaklı uygulamalardan biridir. Bireylerin izlediği becerileri anında yapma fırsatı vermesi, öğrenilen becerilerin edinim, kalıcılık ve genellemesini sağlaması ve öğretimin daha az hatayla gerçekleşmesinde önemli yöntemlerden biridir. Dolayısıyla bu çalışmada özel gereksinimli bireylerle yapılmış ve bağımsız değişkeni video ipucu olan tek denekli araştırmaların; katılımcı özellikleri, yöntem, ortam, hedef beceri, öğretim düzenlemesi, araştırma modeli, sunuluş biçimi ve yöntemin etkililiği bağlamında incelenmesi amaçlanmıştır. Araştırma kapsamına dahil edilen çalışmalar elektronik ortamda ve elle tarama yöntemi ile yapılmıştır. Ulaşılan çalışmalar ayrıntılı incelenmiş ve 20 çalışma belirlenen dahil etme ve dışlama ölçütleri dahilinde incelenmiştir. Ulaşılan çalışmalarda daha çok otizm spektrum bozukluğu bulunan öğrencilerin katılımcı olarak yer aldığı, öğrencilerin çoğunluğunun (12-18 yaş arası) genç olduğu, çalışmaların çoğunda video ipucunun tek başına kullanıldığı, uygulamaların daha çok okul ortamında ve birebir formatta yürütüldüğü, araştırmaların bağımlı değişkenlerinin büyük oranda serbest zaman ve günlük yaşam becerileri olduğu görülmüştür. Ayrıca incelenen araştırmalarda video ipucunun hedef davranışların öğretiminde etkili olduğu bildirilmiştir. Araştırma bulguları, incelenen değişkenler bağlamında tartışılmış ve paydaşlara önerilerde bulunulmuştur.

اثربخشی الگودهی ویدئویی بر ارتباط چشمی و تعاملات اجتماعی کودکان با اختلال های طیف اتیستیک

Article

Full-text available

Jun 2020

هدف پژوهش حاضر بررسيی ارربخشيی الديودهی ویيد ویی بير ارتبيا چشيمی و تايام ا اجتمياعی کودکان با اخت ل های طیف اتیستیک بود. روش پژوهش آزمایشی تک آزمودنی بود. جاماه آماری شيامل همه کودکان با اخت ل های طیف اتیستیک شهر تبریز بود. نمونه شامل چهار کودک ) پسر و دختر( 6 تا 1 سال با اخت ل های طیف اتیستیک بودند که به شیوه در دسترس از مرکز ویژه کودکان اتیستیک انتخاب شدند. از طرح خطو پایه چندگانه برای هر آزمودنی استفاده شد و برای تجزیه وتحلیيل داده هيا ، از تحلیي ل نموداری استفاده شد. تجزیه وتحلیيل داده هيا نشيان داد کيه روش الديوده ی ویي د ویی بير ارتبيا چشيمی و تاام ا اجتماعی آزمودنی ها تأریر دارد.

POMA: A tangible user interface to improve social and cognitive skills of Sri Lankan children with ASD

Article

Jun 2020

A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues and design low-cost TUIs for children with ASD.

Technology Applications in School Psychology Consultation, Supervision, and Training

Book

Jan 2019

Technology Applications in School Psychology Consultation, Supervision, and Training explores the ways in which the field of school psychology is using technological innovations to support and improve graduate student training and supervision, as well as school consultation. Chapters based on current research and written by experts address the integration of telehealth tools and strategies such as telepresence robots, bug-in-the-ear devices, videoconferencing, virtual platforms, and more, including a section dedicated to navigating practical, ethical, and legal concerns. Throughout, the volume engages with relevant considerations relating to data management, professional standards, and regulatory guidelines. This is a comprehensive and up-to-date resource for all those looking to understand the place and potential of established and emerging technologies within school psychology training and practice.

أستاذ مساعد بقسم أصول التربیة کلیة التربیة جامعة جدة

Article

Oct 2015

Teaching Social Skills to Preschool Children with Autism Spectrum Disorders – How can we make a Meaningful Impact?

Experiment Findings

Apr 2019

http://www.sphereprogramme.ie/teaching-social-skills-to-preschool-children-with-autism-spectrum-disorders-how-can-we-make-a-meaningful-impact/

The Effects of Video Modeling on Riding a Bike of Elementary Students with Intellectual Disabilities

Article

Dec 2011

이성용

The Effects of Self-Instruction Strategy on Functional Mathematics of Students with Intellectual Disabilities

Article

Dec 2012

A Systematic Review of Generalization and Maintenance Outcomes of Social Skills Intervention for Preschool Children with Autism Spectrum Disorder

Article

Full-text available

Jun 2019

Generalization and maintenance of intervention outcomes are of paramount importance in achieving socially significant outcomes within applied behavior analysis. Social skills interventions for young children with autism spectrum disorders (ASD) are widely represented within the empirical literature; however, generalization and maintenance outcomes are often under reported. While recognition of the importance of generalization and maintenance is increasing, there is a lack of research systematically evaluating these outcomes and the factors that support successful generalization and maintenance. The current review aimed to investigate the status of generalization and maintenance within the social skills intervention literature for preschool age children with ASD. A total of 57 studies which measured generalization and/or maintenance of social skills intervention outcomes were included in the current review and evaluated regarding generalization and maintenance data collection and assessment, generalization-promotion strategies employed, generalization and maintenance outcomes, and factors posited to influence these outcomes.

Social validity assessments: Is current practice state of the art? Journal of Applied Behavior Analysis, 24, 189-204

Article

Full-text available

Feb 1991

The use of evaluative feedback from consumers to guide program planning and evaluation is often referred to as the assessment of social validity. Differing views of its role and value in applied behavior analysis have emerged, and increasingly stereotyped assessments of social validity are becoming commonplace. This paper argues that current applications of social validity assessments are straying from the point originally proposed for them. Thus, several suggestions for improving current social validity assessment are proposed, including (a) expanding the definition of consumers to acknowledge the variety of community members able and likely to affect a program's survival, (b) increasing the psychometric rigor of social validity assessments, (c) extending assessment to heretofore underrepresented populations, (d) implementing widespread application of well-designed social validity assessments, (e) increasing meaningful consumer involvement in the planning and evaluation of behavioral programs, and (f) educating consumers to make better informed programming decisions.

Enhancing Conversation Skills in Children with Autism Via Video Technology Which Is Better, “Self” or “Other” as a Model?

Article

Full-text available

Feb 2001
BEHAV MODIF

The present study was designed to compare the efficacy of "self" versus "other" video-modeling interventions. Five children with autism ranging in age from 4 to 11 were taught to answer a series of conversation questions in both self and other video-modeled conditions. Results were evaluated using a combination of a multiple baseline and alternating treatments design. Three out of the five participants performed at levels of 100% accuracy at posttreatment. Results indicated no overall difference in rate of task acquisition between the two conditions, implying that children who were successful at learning from video in general, learned equally as well via both treatment approaches. Anecdotal evidence suggested that participants who were successful with video treatment had higher visual learning skills than children who were unsuccessful with this approach. Results are discussed in terms of a visual learning model for children with autism.

A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism

Article

Full-text available

Jan 2001

The present study was designed to compare the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism. A multiple baseline design across five children and within child across the two modeling conditions (video and in vivo) and across tasks was used. Each child was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for the in vivo condition. Video modeling consisted of each child watching a videotape of models performing the target behavior, whereas in vivo modeling consisted of the children observing live models perform the target behavior. After the observations, children were tested for acquisition and generalization of target behaviors. Results suggest that video modeling led to faster acquisition of tasks than in vivo modeling and was effective in promoting generalization. Results are discussed in terms of video modeling's motivating and attention maintaining qualities.

Interventions to Facilitate Social Interaction for Young Children with Autism: Review of Available Research and Recommendations for Educational Intervention and Future Research

Article

Full-text available

Nov 2002

Scott Rushton McConnell

The purpose of this paper is to review the knowledge available from aggregated research (primarily through 2000) on the characteristics of social interactions and social relationships among young children with autism, with special attention to strategies and tactics that promote competence or improved performance in this area. In its commissioning letter for the initial version of this paper, the Committee on Educational Interventions for Children with Autism of the National Research Council requested "a critical, scholarly review of the empirical research on interventions to facilitate the social interactions of children with autism, considering adult-child interactions (where information is available) as well as child-child interactions, and including treatment of [one specific question]: What is the empirical evidence that social irregularities of children with autism are amenable to remediation?" To do this, the paper (a) reviews the extent and quality of empirical literature on social interaction for young children with autism; (b) reviews existing descriptive and experimental research that may inform us of relations between autism and characteristics that support social development, and efforts to promote improved social outcomes (including claims for effectiveness for several specific types of intervention); (c) highlights some possible directions for future research; and (d) summarizes recommendations for educational practices that can be drawn from this research.

Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37, 93-96

Article

Full-text available

Feb 2004

We examined the effects of a video modeling intervention on social initiation and play behaviors with 3 children with autism using a multiple baseline across subjects design. Each child watched a videotape showing a typically developing peer, and the experimenter engaged in a simple social interactive play using one toy. For all children, social initiation and reciprocal play skills were enhanced, and these effects were maintained at 1- and 3-month follow-up periods.

Video Self-Modeling Intervention in School-Based Settings: A Review

Article

Jan 2003

Research indicates that video self-modeling is an effective means for improving academic skills and behaviors. Nearly 200 video self-modeling studies or applications have been reported over the past three decades. The purpose of this review was to examine studies in which video self-modeling was applied in school-based settings. Eighteen studies met strict criteria for inclusion in this review. Descriptive summaries and analyses of outcomes are provided for each study, as well as suggestions and resources for educators to implement video self-modeling interventions. These school-based studies verify the functional control of targeted academic skills and behavior(s) and support the efficacy of video self-modeling to improve student outcomes. Evidence for generalization across settings and maintenance over time is also presented.

The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children With Autism Spectrum Disorder

Article

Dec 2005

This study investigated families of children with autism spectrum disorders using early intervention and early childhood services, as well as the perceived efficacy and developmental outcomes related to the services and service delivery methods. Results indicated that a variety of recommended practices are not being used by families and interventionists and that intensity of engagement is less than suggested. Parents indicated that parent training was the most effective service in contributing to their child's growth. Significant, yet small, correlations were found between several intervention services/service delivery models and developmental outcomes across areas, including social, emotional, and cognitive development. The importance of assessing social validity related to outcomes is addressed, as are potential implications for service providers.

Psychological Disorder in Adolescents and Adults with Asperger Syndrome

Article

Mar 2000
AUTISM

Digby Tantam

The distress and disability caused by Asperger syndrome are a consequence of the core syndrome itself, and any neurological or physical disorders which may be associated with it. Distress and disability are also influenced, to a much greater degree than has previously been recognized, by the personal reactions of the sufferer and the social reactions of those around him or her. One important type of personal reaction is the development of a psychological disorder secondary to Asperger syndrome. There is growing evidence that these reactions are commoner and more severe than has been thought previously. They include affective disorders, anxiety-related disorders and conduct disorders. Their manifestations may be altered by the presence of Asperger syndrome. Treatment usually involves a combination of psycho- education, social change, psychotropic medication and counselling.

Social Skill Deficits and Anxiety in High-Functioning Adolescents With Autism Spectrum Disorders

Article

May 2004

Scott Bellini

The present study examined the prevalence and types of anxiety exhibited by high-functioning adolescents With autism spectrum disorders and factors related to this anxiety. Results suggest that adolescents With autism spectrum disorders exhibit anxiety levels that are significantly higher than those of the general population. The study found a loW negative correlation betWeen assertive social skills and social anxiety. In addition, a moderate curvilinear relationship Was found betWeen empathic skills and the various social anxiety measures. Results of the study support an emerging body of research demonstrating elevated anxiety levels in high-functioning individuals With autism spectrum disorders.

A review of self modeling and related inventions

Article

Dec 1999
APPL PREV PSYCHOL

Peter W. Dowrick

About 150 studies exist in print, examining the use of self modeling (mostly in the video medium) in a variety of training and therapeutic applications. Evidently, two lines of thoughts have driven the development of these applications: (a) an extension of peer modeling or (b) a description of personal success. Studies report self-modeling interventions for physical skills (rehabilitation, sports), academic and vocational issues, communication, and personal and social adjustment. A wide range of ages (toddler to grandparent) and diverse developmental conditions have been addressed. The most fruitful applications may be those that emphasize the image of future success—skills not previously attained and adaptive responses to a challenging context. Rather than examine efficacy related to target “problems,” this review identifies categories of application made possible by current knowledge and technology (e.g., use of hidden supports, selectively editing low-frequency behaviors). Seven such categories are identified and illustrated with descriptions of interventions. The evidence is used to argue for the recognition of learning from the observation of one's own successful or adaptive behavior (or images of it) as a mechanism in its own right.

Self‐modeling as an effective intervention for students with serious emotional disturbance: Are we modifying children's memories?

Article

Mar 2002
PSYCHOL SCHOOLS

The intent of this article is to consider similarities between the research on the alteration of memory, and that on the modification of behavior through viewing edited self-modeling videotapes that depict exemplary behavior. A considerable number of studies unequivocally show that memory can be altered through several mechanisms, including visual techniques. However, there is limited research indicating that alteration of memory results in valued and adaptive behavioral change. This article explores a tenable explanation for the research finding that self-modeling is an effective intervention for students with behavior disorders. It was hypothesized that when participants view a change in their behavior, their memories and self-beliefs subsequently change to be in concert with that shown on the edited videotape. Perhaps as the individuals repeatedly view the videotapes, they alter their memory of engagement in past maladaptive behavior, with an adaptive memory of exemplary behavior. Further, they may come to believe that they were always capable of exhibiting such behavior. © 2002 Wiley Periodicals, Inc.

Social initiations by autistic children to adults and other children

Article

Dec 1995

Social initiations made by autistic and verbal-matched retarded children were recorded in two naturalistic situations. Frequencies of initiation to adults did not differ between groups, but the retarded children initiated much more frequently to peers. Most interactions for both groups were positive, but the autistic children engaged in more ritualized, and the retarded children more playful, initiations. The autistic children monitored the social environment more when forced into proximity with peers, whereas the retarded children initiated more in the unstructured situation. Autistic initiation to peers was unrelated to severity of autism, but was related to cognitive skills, including vocabulary and comprehension of affect, whereas retarded children's initiations were unrelated to cognitive level. Results are discussed in terms of the differences between adults and children as social stimuli, prerequisite skills for initiation to peers, and the relationship between social cognition and social behavior. It is suggested that autistic and retarded children differ in the quantity of their initiations to peers, and the quality of their initiations to adults, and that initiations to peers may be a particularly useful index of social development in autistic children. Results confirm the need of autistic children for highly structured social environments, and suggest an important role for the remediation of specific cognitive skills such as comprehension of others' affects.

Summarizing Single-Subject Research

Article

Aug 1998
BEHAV MODIF

In this article, literature concerning the quantitative synthesis (meta-analysis) of single subject research literature is reviewed. First, the general rationale for such an approach is discussed. Next, procedures for synthesizing single-subject literature are described, followed by comments and critiques of those procedures. Finally, a review is presented of the results of applications of those procedures. The authors suggest that procedures based on percentage of nonoverlapping data (PND) between baseline and treatment are justifiable, meaningful, and--across nine applications--have produced results that are highly meaningful and faithful to the original research reports.

Interventions That Facilitate Socialization in Children with Autism

Article

Nov 2000

Sally Rogers

Social dysfunction is perhaps the most defining and handicapping feature of autism. Improved social functioning has long been considered one of the most important intervention outcomes. A variety of social interventions have been designed, empirically examined, and published in the autism literature. Children with autism have been found to be responsive to a wide variety of interventions aimed at increasing their social engagement with others, both adults and peers. Successful strategies employing peer-mediated approaches and peer tutoring have involved typically developing peers. Furthermore, several studies have demonstrated that social engagement directly affects other important behaviors like language, even when these behaviors are not specifically targeted by the teaching program. Thus, while an area of severe involvement, social behavior is also responsive to intervention.

The Contribution of Diagnostic Substitution to the Growing Administrative Prevalence of Autism in US Special Education

Article

May 2006
Pediatrics

Paul Shattuck

Growing administrative prevalence of autism has stirred public controversy and concern. The extent to which increases in the administrative prevalence of autism have been associated with corresponding decreases in the use of other diagnostic categories is unknown. The main objective of this study was to examine the relationship between the rising administrative prevalence of autism in US special education and changes in the use of other classification categories. The main outcome measure was the administrative prevalence of autism among children ages 6 to 11 in US special education. Analysis involved estimating multilevel regression models of time-series data on the prevalence of disabilities among children in US special education from 1984 to 2003. The average administrative prevalence of autism among children increased from 0.6 to 3.1 per 1000 from 1994 to 2003. By 2003, only 17 states had a special education prevalence of autism that was within the range of recent epidemiological estimates. During the same period, the prevalence of mental retardation and learning disabilities declined by 2.8 and 8.3 per 1000, respectively. Higher autism prevalence was significantly associated with corresponding declines in the prevalence of mental retardation and learning disabilities. The declining prevalence of mental retardation and learning disabilities from 1994 to 2003 represented a significant downward deflection in their preexisting trajectories of prevalence from 1984 to 1993. California was one of a handful of states that did not clearly follow this pattern. Prevalence findings from special education data do not support the claim of an autism epidemic because the administrative prevalence figures for most states are well below epidemiological estimates. The growing administrative prevalence of autism from 1994 to 2003 was associated with corresponding declines in the usage of other diagnostic categories.

Increasing Social Engagement in Young Children With Autism Spectrum Disorders Using Video Self-Modeling

Abstract

No full-text available

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